animal research project elementary

WOULD YOU LIKE ACCESS TO ALL THE FREEBIES FOR ELEMENTARY TEACHERS? ➔

Animal Research Project for Kids at the Elementary Level in 2024

Whether you are doing a simple animal study or a fully integrated science, reading, and writing unit, this animal research project for kids includes everything you need. From the graphic organizer worksheets and guided note templates to the writing stationary, printable activities, projects, and rubrics.

Thousands of teachers have used this 5-star resource to have students complete self-guided animal research projects to learn about any animal they choose. The best part is, the resource can be used over and over again all year long by just picking a new animal! Learn all about this animal research project for kids at the elementary level below!

What is the Animal Research Project?

The animal research project is a resource that is packed with printable and digital activities and projects to choose from. It is perfect for elementary teachers doing a simple animal study or a month-long, fully integrated unit. It’s open-ended nature allows it to be used over and over again throughout the school year. In addition, it includes tons of differentiated materials so you can continue to use it even if you change grade levels. Learn about what’s included in it below!

What is Included in the Animal Research Project

The following resources are included in the animal research project :

Teacher’s Guide

The teacher’s guide includes tips and instructions to support you with your lesson planning and delivery.

Parent Letter

The parent communication letter promotes family involvement.

Graphic Organizers

There are graphic organizers for brainstorming a topic, activating schema, taking notes, and drafting writing.

Research Report

There are research report publishing printables including a cover, writing templates, and resource pages.

There is a grading rubric so expectations are clear for students and grading is quick and easy for you.

Research Activities

The research activities include a KWL chart, can have are chart, compare and contrast venn diagram, habitat map, vocabulary pages, illustration page, and life cycle charts.

Animal Flip Book Project

There are animal flip book project printables to give an additional choice of how students can demonstrate their understanding.

Animal Flap Book Project

There is an animal flap book project printables that offers students yet another way to demonstrate their learning.

Animal Research Poster

The animal research poster serves as an additional way to demonstrate student understanding.

Poetry Activities

The resource includes poetry activities to offer students an alternative way to demonstrate their learning.

Digital Versions

There is a digital version of the resource so your students can access this resource in school or at home.

Why Teachers love the Animal Research Project

Teachers love this animal research project because of the following reasons:

• This resource guides students through the research and writing process, so they can confidently work their way through this project.
• It is a great value because it can be used over and over again throughout the school year because the pages can be used to learn about any animal.
• It offers several ways students can demonstrate their learning.
• It includes a ton of resources, so you can pick and choose which ones work best for you and your students.
• It is printable and digital so it can be used for in-class and at-home learning.

This animal research packet is great because it can be used over and over again using absolutely any animal at all. The printables in this packet are ideal to use with your entire class in school, as an at-home learning extension project or as a purposeful, open-ended, independent choice for your students who often finish early and need an enrichment activity that is so much more than “busy work.”

The Research Report Process

This animal research project packet was designed in a manner that allows you to use all of the components when studying any animal. Because the printables can be used over and over, I will often work through the entire researching and writing process with the whole class focusing on one animal together, This allows me to model the procedure and provide them with support as they “get their feet wet” as researchers. Afterwards I then have them work through the process with an animal of choice. You may find it helpful to have them select from a specific category (i.e. ocean animals, rainforest animals, etc) as this will help to streamline the resources you’ll need to obtain.

Step 1: Brainstorm a list of animals to research. Select one animal.

During this stage you may want to provide the students with a collection of books and magazines to explore and help them narrow down their choice.

Step 2: Set a purpose and activate schema.

Students share why they selected the animal and tell what they already know about it. Next, they generate a list of things they are wondering about the animal. This will help to guide their research.

Step 3: Send home the family letter.

To save you time, involve families, and communicate what is happening in the classroom, you may want to send home a copy of the family letter. It’s so helpful when they send in additional research materials for the students.

Step 4: Research and take notes.

The two-column notes template is a research-based tool that helps the kids organize their notes. I added bulleted prompts to guide the students in finding specific information within each category. This method has proven to be highly effective with all students, but is especially useful with writers who need extra support.

I have included two versions of the organizers (with and without lines). I print a copy of the organizer for each student. I also copy the lined paper back to back so it is available to students who need more space.

Step 5: Write a draft.

Using the information gathered through the research process, the students next compose drafts. The draft papers were designed to guide the students through their writing by providing prompts in the form of questions. Answering these questions in complete sentences will result in strong paragraphs. It may be helpful to give them only one page at a time instead of a packet as it make the task more manageable.

Step 6: Edit the draft.

Editing can be done in many ways, but it is most effective when a qualified editor sits 1:1 with a student to provides effective feedback to them while editing.

Step 7: Publish.

Print several copies of the publishing pages. I like to have all my students start with the page that has a large space for an illustration, but then let them pick the pages they want to use in the order they prefer after that. I have them complete all the writing first and then add the illustrations.

Finally, have the children design a cover for the report. Add that to the front and add the resources citation page to the back. Use the criteria for success scoring rubric to assign a grade. The rubric was designed using a 20 point total so you can simply multiply their score by 5 to obtain a percentage grade. The end result is a beautiful product that showcases their new learning as well as documents their reading and writing skills.

In closing, we hope you found this animal research project for kids helpful! If you did, then you may also be interested in these posts:

• How to Teach Research Skills to Elementary Students
• 15 Animals in Winter Picture Books for Elementary Teachers
• How to Teach Informative Writing at the Elementary Level
• Read more about: ELEMENTARY TEACHING , INTEGRATED CURRICULUM ACTIVITIES

You might also like these posts...

Would you rather printables for elementary students: september edition, back to school would you rather activities for elementary students, would you rather questions and activities for elementary students: june edition.

LET'S CONNECT

Hey there! I’m Jodi. I am a National Board Certified teacher with 17 years of experience in the classroom.

I created Clutter-Free Classroom to support busy elementary teachers like you!

FREEBIES FOR TEACHERS

Join the 75,000+ elementary teachers who receive free resources from us each week.

© Jodi Durgin | Clutter-Free Classroom, LLC • Website by KristenDoyle.co

Writing Unit of Study: Animal Research Project

This free animal research project will provide you with a writing unit of study that will help you build excitement about writing informational text in your classroom.

You can download this free animal research project to help your writers develop their research and writing skills.

This project will be a great fit for your first, second or third grade writing workshop.

This is another free resource for teachers and homeschool families from The Curriculum Corner.

Why should I introduce my students to research through animal study?

Animal research can be a great topic for writing informational text because students tend to be curious about animals.

Nothing seems to spark interest in most kids like learning about animals in our world. Turn their enthusiasm into an engaging animal research writing project.

They can take the time to learn about different habitats and diets.

You can also encourage students to expand their vocabulary by having them create a glossary to accompany their writing.

About this animal research project

Within this post you will find over 30 pages of anchor charts, mini-lesson ideas, writing planners and graphic organizers.

The unit will help guide your students through the complete process. In the end, you will be helping to teach your students how to write their own pieces of informational text.

The intended end product for students is an animal booklet that they can staple together to share with others.

Students who are ready for more advanced work, can create a larger project with less direction.

A description of the mini-lessons

Lesson 1: introduction.

• Begin the unit by having the students brainstorm a list of animals that they might see everyday.
• Then, have them brainstorm a list of animals they see when they visit the zoo or walk in the forest. You can do this on the blank anchor chart provided or on cart paper.
• Another option is to place students in groups. They could work to create a list together.  
• You might assign each group a continent and have them find animals that live there.
• Pull the class together and have each group share what animals they found that live on their continent.

Lesson 2: Noticings

• Next you might want to get your students familiar with common characteristics about informational texts that teach about animals.
• Have them work in pairs or small groups to go through some books and record their “noticings” about the writing.
• Then come together in a community circle to discuss those noticings and create a class anchor chart.

Lesson 3: Opinion vs. Facts

• Before getting truly into this unit, you might need to conduct a lesson on opinions vs. facts.
• After a brief discussion you can use the giraffe paragraph provided in our resources to give your students some practice differentiating between the two. This paragraph contains both opinions and facts.
• With your class read through the paragraph and record facts and opinions on the T-chart.
• Discuss both sides and how they are different from each other.
• A black & white copy of this giraffe paragraph has also been provided.  You can have them work in pairs or groups to distinguish between the facts and opinions.
• If you need more resources for your students surrounding fact & opinion check out our   Fact & Opinion Sort .

Lesson 4: Choosing a Topic for the Animal Research Project

• We want to help students to narrow their topic choices by giving them some guidance.
• Gather students and begin a discussion about choosing an animal research topic.
• For this lesson we have provided two pages where students can individually brainstorm the animals they are interested in.
• You might have students work in groups or independently to make their choice. Conference with students as needed to help.
• Don’t shy away from letting more than one student research about the same animal.  This can be a great way to promote group work. It might also help out with some of your literacy center choices throughout this unit.

Lesson 5: Good Places to Find Information about an Animal

• At this age we want students to begin to understand that all they read online about animals isn’t always true. Sometimes writing might sound true without being filled with facts.
• Show students two possible places to find information online about their animal. One should be a trusted site with reliable and accurate information. Another should be a site that perhaps a child has created.  (There are many that you can find if you search.)
• Pose these questions: Is everything on the internet true? Why?  How can you tell? Why is it important for your research writing to contain accurate information?

Lesson 6: Taking Notes

• Sometimes giving students resources and a blank sheet of notebook paper can be too overwhelming for them. Some students will copy word for word. Others might feel overwhelmed.  We need to guide them to read and pull out facts & relevant information to use later in their writing.
• For this lesson we have provided four templates for note-taking that you might choose to use for your students.
• You might need to provide different organizers to students depending on their needs.
• You will want to model the organizers your students are use. Show them how to take notes as they read.
• After initial teaching, you may find that you need to pull small groups for extra practice. Others might benefit from a conference as you take a look at the notes they are taking.

Lesson 7: Word Choice in Research Writing

• To help students think about making their writing more interesting, have them brainstorm words about their animal.
• Together brainstorm words that would be appropriate for animals. They might add words about what they look like, their movement, their habitats, their life cycles, their diets, etc. You can create a class anchor chart on the page provided.  You might even think about using the real life picture of the wolf in the download. This can get the students to begin thinking of more interesting words for animals (fierce, mighty, strong, etc).
• Then, pass out the individual brainstorm pages. Students can use the anchor chart as a guide to begin their own word choice pages about their animal. This might be a good partner activity as well.

Lesson 8: Writing Sketch for the Animal Research Project

• Next, you can model the writing sketch planner for your class.
• One idea to help your students narrow down all of the information they have learned about their animals is to give them a specific number of animals facts that they can focus on.
• Each of these facts can serve as the actual text that they will put on each page of their animal research book. Or the facts could serve as a focus for each paragraph in their writing.
• You might find that this would be a good mini-lesson to do with smaller groups of children.

Lesson 9: Creating a Table of Contents

• Another idea that can be a writing planner AND a page in their animal research book is the table of contents. Pull out one of the Table of Contents pages from the resources provided and model how to fill in the blanks on each page.
• This page will then serve as their Table of Contents (with a focus discussion on what that is and the purpose it serves) and also their writing planner so they know what they will put in the pages of their booklet.

Lesson 10: Creating a Glossary

• There are two pages provided in the resources that might help your students to learn to pull out topic specific words to put into a glossary for the end of their animal research book.
• Be sure to model how you would like for your students to use these organizers (keeping in mind that you may need to copy more than one page if there are more words than the page provides for).
• If your students need a refresher on ABC order check out these links for some added practice/review: ABC Order Task Cards & Fry Word ABC Order Task Cards

Lesson 11: Writing Your Animal Research

• You will decide on the best method for your students to showcase their published animal research.
• You may want your students to use their own creativity in the texts that they write and share. If you’d like a first experience to provide a bit more guidance, we have provided two different sets of pages for booklets.
• One is more guided and the other has less structure and smaller lines for more writing.  15 pages are provided so that you or students can pick what fits their needs.
• This “lesson” may actually become a series of lessons if you choose to model how each page can be used.  (We have also included a page with simple writing lines in case students need less guidance than the booklet pages provided.)

Lesson 12: Labeling Pictures

• One final lesson idea that pairs well with writing informational text is to teach your students how to label pictures.
• Since most nonfiction writing has real photographs, students can find some pictures online to print out and label for their booklet.  Hand-drawn pictures are also great if you would rather encourage some or all of your students in that direction.
• Whatever you choose, show your class how to effectively label a picture so that it teaches the reader more.  You can use the picture of the polar bear provided to model how to add words or even short facts as labels.  (For example if the simple label “fur” wouldn’t add additional information to the book, you might teach them to label it with a short fact such as “dense fur protects the animal’s skin from the weather”.
• To make this idea more user friendly, you might want them to use the page of blank white boxes provided to write their labels for their pictures.  Then all they need to do is cut them out and glue them to a printed picture.

Lesson 13: Writing Celebration

As always, find a way to celebrate your students’ writing.  

Invite guests (younger students or special adults) to read the books with your young authors. You might simply want to pair or group them, or some students might choose to present their book to everyone.  

Provide some light snacks if possible to give it a party atmosphere and pass out the author certificates to each child for his/her hard work.

You can download this free writing unit of study here:

Writing Download

As with all of our resources, The Curriculum Corner creates these for free classroom use. Our products may not be sold. You may print and copy for your personal classroom use. These are also great for home school families!

You may not modify and resell in any form. Please let us know if you have any questions.

Christine E.

Saturday 8th of May 2021

Thank you so much for this resource and the many pages that I can use in my homeschooling. It is exactly what I've been looking for to help me get my kids to write about our animal units! You are doing a great job, keep up the amazing work you do. I appreciate the hard work you put into putting these together.

Planning a Dynamic Writing Workshop - The Curriculum Corner 123

Saturday 14th of July 2018

[…] Animal Research […]

Editable Writing Management Binder - The Curriculum Corner 123

Friday 3rd of March 2017

[…] Writing Unit of Study: Animal Research […]

Search the blog

Input your search keywords and press Enter.

Teacherinspo123

Putting the fun back into learning

Animal Research Projects for Elementary Students

Here are five animal research projects for kids:

• Animal Habitats: Choose an animal and research its natural habitat. Create a diorama or drawing of the habitat and label the different components.
• Animal Adaptations: Select an animal and research its adaptations. Create a poster or presentation that explains how the adaptations help the animal survive in its environment.
• Endangered Animals: Choose an endangered animal and research why it is endangered. Create a poster or presentation that explains the reasons for its decline and what can be done to help protect it.
• Animal Behavior: Select an animal and research its behavior. Observe the animal in its natural environment or watch videos of it. Create a presentation or report that describes the animal’s behavior and what it might mean.
• Animal Classification: Choose a group of animals, such as birds, mammals, or reptiles, and research the characteristics that define the group. Create a chart or presentation that shows how different animals fit into the classification system.

These projects can be adapted for different age ranges and can be done individually or in groups. They can also be combined with art projects or field trips to zoos or nature centers for a more hands-on learning experience.

It is important to teach research skills in a fun and engaging way so that our elementary students build knowledge and develop a deeper understanding of different subjects.

By conducting research, students can discover new information, explore different perspectives, and form opinions based on evidence. Project for kids promote the following:

• Critical thinking: Research skills promote critical thinking and analysis. Students learn to evaluate sources, assess information, and make informed decisions.
• Information literacy: Research skills help students develop information literacy, which is the ability to access, evaluate, and use information effectively. In today’s digital age, it is important for students to be able to navigate the vast amount of information available to them and identify reliable sources.
• Preparation for future education: Students who develop research skills in elementary school are better equipped to handle the research demands of middle school, high school, and college.
• Lifelong learning: Research skills are also important for lifelong learning. Students who develop a love for learning and the skills to conduct research will be better prepared to continue learning throughout their lives.

If you’re looking for no prep informational writing activities and project based graphic organizers, then you will love this Animal Research Project BUNDLE!

Students can work independently or with a partner as they research fun facts on either a dolphin, sea turtle, octopus or penguin. Students cut and paste templates to create a poster or lapbook

and then when finished, deliver an oral presentation to the class! An ideal individual or partner project for science centers or writing centers.

Click here to join!

Suitable for:

• First Grade
• Second Grade
• Third Grade

This BUNDLE consists of 4 different animal research projects (Dolphin, Penguin, Sea Turtle and Octopus). Each project consists of the following printables:

• ‘My Marine Animal Project’ title page
• Research Planning Sheet (graphic organizer)
• Description
• Fun Fact #1
• Fun Fact #2
• Flap Booklet (appearance, predators, life cycle, life span)
• Everything I Know About My Marine Animal (writing template)
• Marine Animal Snap Shots
• Acrostic Activity
• Picture of a Marine Animals (b/w)
• Digital version available via Easel (ideal for upper elementary)

How to use this resource (can be printed or used digitally):

1. This project is not intended for students to complete in one sitting and are ideal to work through over one or two weeks.

2. Provide students with a range of animal nonfiction texts or older students can research their own facts via Junior Google or School Tube

3. Students write and color the animal research project templates

4. They can choose their favorites (or all of the templates) to glue into their interactive notebooks

5. Another idea is having students create a lapbook with different components of these templates

6. Celebrate the end of this work by inviting students to proudly present their

Animal Research Project

7. Finally, display completed work!

Read this blog about how to engage reluctant writers using writing prompts!

Let’s connect!

Join my  Free Resource Library  to receive exclusive FREE content!

You may also be interested in the following research projects:

My Octopus Research Project

My Sea Turtle Research Project

My Penguin Research Project

My Dolphin Research Project

My Animal Research Project

Ocean Animals BUNDLE

teacherinspo123

Related posts, back to school bulletin boards, 5th grade writing prompts with pictures – narrative writing sentence starters, how to teach spelling words 1st grade, no comments, leave a reply cancel reply.

Save my name, email, and website in this browser for the next time I comment.

Welcome to teacherinspo123...a place of inspiration, teaching tips and strategies! I am an elementary teacher who enjoys teaching and creating fun core-aligned resources that engage young learners. I love spending time with family, baking choc chip muffins and taking long walks on the beach. Read More

Looking for Free Resources?

Delivered to your inbox!

Search the Blog

How to Explode Student Engagement with this Habitat Research Project

One HUGE 2nd grade standard is researching and learning about animals and their adaptations. Students LOVE this unit, but teachers can be intimidated by the overwhelming pressure involved in guiding student research at such a young age. I love doing this 2nd grade animal research project with my students every March! This project has been reworked for a digital platform as well .

I love to start by playing a Brain Pop Jr, Flocabulary or YouTube video for my kids on all of the different habitats that exist. Typically, we have previously researched habitats during our social studies unit before starting this writing project, so they already have the background knowledge.

Then, I let students pick the habitat they are most interested in studying. From there, they pick 3-4 animals that live in the habitat that they would like to research more about. We use National Geographic Kids , Epic! Books and library books [all free resources] to learn about our animals.

2. RESEARCH/PLANNING

The next day, I model my own notes for students. Then, I give students lots of time to research their animals and take notes. It is really important that you are walking around the room and guiding students during this time.

If you have a struggling group of writers, I like to work with them at the back table during this time. We all research the same animals and take notes together. This helps them build confidence and feel sure about their writing in future days.

3. DRAFTING

I break drafting days up into 2 days so that students can really focus on the craft of what they are writing. I also always model before releasing students to write on their own.

Depending on what we have covered so far in the year, I encourage students to be sure to add:

• embedded definitions
• transition words
• conjunctions
• adjectives, adverbs and prepositions where appropriate
• 3-4 details per fact

4. PUBLISHING/GRADING

On the last day for each animal (typically Friday), I give students time to publish. While they publish, I model then ask them to add a map and diagram to their writing. I also show them how to grade themselves on the rubric, so they can double check that they are not missing anything.

After they finish, I give them free time to explore other animals in their habitat while I grade their writing. I find grading at the end of each animal rather than at the end of the entire project saves me a TON of time.

We repeat steps 2-4 for either 3 or 4 animals. Some students may work faster, while some may take a bit more time on each step. I try to adjust the project to be appropriate for the majority of the class.

When the project is done, I try to find a special way for us to share our work. This can include sharing to younger buddies, parents or doing an author’s chair.

Since they work so hard on this project, we make a BIG DEAL out of the finished project, and I typically send it home with parents during conferences. It makes a great writing portfolio and talking piece with parents.

Teaching digitally or wanting to add a digital component to your writing block? This project can also be completed in a digital format . Students will go through the same process, completing all of their work on Google Slides rather than writing using paper and pencil.

Grab the resources pictured above here:

Do you teach about a 2nd grade animal research project each year? Drop your ideas in the comments below!

Some other posts you might find helpful are:

• Teaching Animal Habitats During Science Ideas
• Animal Adaptations Writing Project
• Life Science Unit: Animal Adaptation

Emily - The Mountain Teacher

Share your thoughts... cancel reply.

Your email address will not be published. Required fields are marked *

DON'T MISS THE LATEST FREEBIES, RESOURCES, IDEAS & MORE!

Quick links.

• The Mountain Teacher 2024
• Site Design by Laine Sutherland Designs

• Rooted In Reading
• Magic of Math

Free Resources

The best topic for animal research for kids.

Conducting animal research with elementary students is one of the school year’s highlights. Typically, it occurs toward the end of the year making it the perfect wrap-up project. I’ve completed much animal research for kids over the years, but one of my favorites is an animal research project on Alligators versus Crocodiles!

Telling the difference between the two is always a fun conversation to have with kids because it can just be so tricky! You can use this animal research topic for an engaging animal study or a full science, reading, and writing unit.

For these research activities, I like to let the students lead the way all while incorporating other reading comprehension skills, including identifying facts versus opinions and true versus false. 

Now, I’d like to share a look into how this is structured in the classroom. I’ll be using our Rooted in Reading research unit to demonstrate and you’ll have access to a FREEBIE below.

Build Background Knowledge with Reptile Research

Using an anchor chart is literally to help anchor the lesson for the rest of the week. Before jumping into the research for alligators and crocodiles, start with a classroom discussion about reptiles and what students already know about alligators and crocodiles.

Find kid-friendly research links for students to browse and learn. You should begin by modeling for students how to use the research links to gather information about the animals they want to focus on.

At this point, you are showing students how to conduct research and begin to generate questions about what additional information they want to learn about the animals. You can jot down those questions on the anchor chart along with the details they already know.

You will continue to update the alligator versus crocodile research anchor chart throughout the lesson, circling back to add what students learned after they complete their animal research projects.

Now, it’s time to move on to gathering information.

Use Kid-Friendly Websites to Gather Facts

The next phase of the student’s animal research is to collect information and facts. Before you begin the lessons, take some time to gather kid-friendly research links for students to use to gather the details they need for their projects.

Here are a few websites I recommend for researching alligators and crocodiles .

• Nat Geo Kids
• San Diego Zoo Webpage for Alligators
• San Diego Zoo Webpage for Crocs

Students can choose whether to research alligators or crocodiles. They can use the corresponding recording sheets to collect their facts, such as:

• Interesting Facts

Have students jot down notes and details as they read. Later, they will be compiling all of their research into a research booklet ! More on that later.

Incorporate Complementary Comprehension Skills

As students are conducting their animal research they will begin to come across various facts, thoughts, and opinions. This is an important point within the research study to help students understand the differences between fact and opinion and true and false. 

True vs. False

When students are jotting down their notes, it’s important students understand that they should only be writing down true statements. In order to do this, a mini-lesson on true vs. false statements will help them be able to identify the differences.

One way we help students differentiate is by using a true vs. false statement matching activity. You can complete this as a stand-alone activity or during a whole group lesson.

What you will do is grab a collection of sentence cards with details about alligators or crocodiles and have students go through them. They will use a recording sheet to determine whether the sentence is true or false. 

Facts vs. Opinions

Similarly to the lesson on true vs. false, students will likely encounter some opinions as they are gathering information. So, differentiating facts from opinions is an important skill to review as students are researching. 

Separating facts and opinions can be tricky, so this comprehension skill may require a bit more practice.

First, you should begin by defining each. You can use digital posters to anchor the lesson and have them on display so students can have a reminder of the differences. As a class, help to model and discuss each.

Then, you will want to complete some complementary activities that focus on identifying facts and opinions.

One way to do this is by having students highlight facts and opinions in a passage on the animal research topic. Using a short passage on American alligators, students can highlight facts and opinions throughout using two highlighters in different colors for each category. They can do something similar for crocodiles.

An additional fact versus opinion activity is a Fact and Opinion sort. For this activity, students will be given sentences and a recording sheet with columns for facts and opinions. They will then sort each sentence into the correct columns. 

For additional practice, you can grab a FREE Fact vs. Opinion activity inside my post on May read-aloud suggestions !

Animal Research Booklet

Taking all of the information they gathered during their research, making sure they are true and facts, students will craft a fun research booklet to showcase all of the details they’ve learned. 

Students can create alligator or crocodile-shaped research booklets and inside the pages, they will write out the things they learned about those animals. Each page will have a fact about these ferocious reptiles!

If you’re conducting animal research with your students soon, consider this alligator versus crocodile research topic!

{ All of the activities mentioned in this post are part of the research unit included in our 1st Grade Rooted in Reading May resource, a full month of reading comprehension lesson plans and activities. }

Don’t forget this animal research for kids idea, save the image below for later!

Hi, I'm Amy

Hey, y’all! My name is Amy Lemons and I am passionate about providing students with both engaging and effective standards-based Math and ELA lessons.

FREE SAMPLE OF ROOTED IN READING!​

Sample a day of Rooted in Reading with these lesson plans and activities for Reading Comprehension, Vocabulary, and Grammar!

New In the Shop

Sun Math Craft with Summer Addition, Subtraction, Multiplication, or Division

Basketball Reading Response Craft with a March Madness Basketball Bulletin Board

Too Many Carrots Interactive Read Aloud Activities with Rabbit Informational Reader and Rabbit Crafts & Activities

You might also enjoy....

• Privacy Policy
• All Resources

©2022 Amy Lemons. All Rights Reserved.

Designed by ashley hughes.

GRAB A DONE FOR YOU SCIENCE LESSON FROM MY SHOP.  VISIT MY TPT SHOP

Make Writing Fun and Engaging with this Animal Research Project

• May 16, 2023
• Sarah Winchell

Engaging young students in the writing process can be challenging, but with the Animal Research Project Report, it can be a breeze. This no-prep unit is designed to teach primary and early elementary writers informational writing in a fun and interactive way. This resource will help you save time in the classroom. You do not have to come up with a list of animals! The animals, habitats, and animal characteristics are already provided for you. Most of the activities can be completed independently by the students once they understand what you would like for them to do. They can follow the same directions for each animal. There are six different projects in this resource that extend student learning!

Real Life Photos

Including real-life photos of different animals, makes it easy for learners to enjoy and learn about different habitats, animal facts, and more. Students can choose an animal or use one of the 12 different animals included in the animal research project. The differentiated informational text is perfect for learners of all levels and meets the goals you have for differentiating instruction for all students. If you are interested in Arctic Animals check out this post. You can use the activities in this resource for other animals as well. Activities to Choose From

Six Animal Research Projects to Choose From or Use Them All!

What makes this resource even more engaging are the various writing activities that come with it. There’s an informational graphic organizer, an animal facts booklet, an animal choice project, a cereal box project, creating a habitat diorama, research student-created books, and student-created trading cards. Each of these writing activities is designed to ensure that students review essential writing skills while enjoying learning.

Many Animals to Research and Write About

There’s no need to worry that your students are going to get bored with the same old animals because a wide range of animals like the African Elephant, Bald Eagles, Cheetah, Spotted Salamander, and more are included. These animal passages use real-life images, which makes them a hit with young learners. The activity is an easy-to-implement writing resource that makes teaching informational writing fun and engaging.

Students can also create an Animal Information Poster to demonstrate what they have learned about an animal. One fun way to do this is to have a pair of students or a small group of students share the responsibility for creating a poster. These collaborative posters are perfect for student engagement. They look great as a display and you can also have the students present their work to their classmates!

This resource gives students a fun way to learn about different animals and habitats while also teaching essential writing skills in an engaging and interactive way. Add this resource to your toolkit today and watch your students enthusiastically build their reading, writing, and science skills!

If you would like to use this Animal Research Project with your learners please click here: Animal Research Project

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Share with a colleague:

Introducing Ecosystems And Animal Adaptations: Teach With A Fun, Google™ Secret Code Puzzle

States of Matter Secret Code Activity Students Will Love

The Benefits of Playdough for Children’s Learning and Development: A Focus on Science Vocabulary

FIND WHAT YOU NEED

Let's connect, shop my tpt store, shop categories.

• EARTH SCIENCE
• CIRCULATORY SYSTEM
• FORCE AND MOTION
• MOON PHASES
• STATES OF MATTER

grab a freebie on me!

Important Links

Animal Inquiry

About this Interactive

Related resources.

The Animal Inquiry interactive is a versatile tool that can enhance student inquiry in research at the elementary level. The graphic organizer invites students to explore four facets of animals [basic facts, animal babies, interaction with others, and habitats (shown at left)]; the possibilities for extensions or adaptations, moreover, make this a a nice complement with inquiry-based projects. The follow-up writing prompts can be used to organize research questions as well as to record findings. After completing individual sections or the entire organizer, students have the ability to print out their final versions for feedback and assessment.

• Lesson Plans
• Strategy Guides
• Print this resource

Explore Resources by Grade

• Kindergarten K

• animal research projects for elementary students

by Shanon | English/Language Arts , Writing Activities | 0 comments

If you are looking for all-inclusive packets for animal research projects for elementary students, look no further!  These sets have a book with audio that discusses all the amazing facts, a writing and art activity, fun coded messages, word search, and a crossword puzzle to help students remember the facts, as well as a culminating activity to get others asking questions about what students’ learned about each animal.

Why did I create this resource?  

Y’all… it never failed…  I wanted students to create their own books about certain animals, but I was spending more time trying to find facts that were easy for my students to understand as well as easy to review.  I had some books, but they were not on their reading level, so I was constantly having to help them with reading the information.  I wanted to cover my standards, but this was always a hard one with 27 kiddos.  

Once I figured out how to create a book with audio… the rest is history!  It takes a while to find the facts and create the book with audio, but I’m having fun with these sets!  Check out all that is included below!

1. Listen to  THE DIGITAL BOOK

Our digital books range from 20-25 pages.

Day 1: I would suggest playing it through the first time and just have the students listen to all of the amazing facts.

Day 2: Then the next day tell students that we are going to write down some of the cool facts we learned yesterday.  Give them their information sheet and play 5-10 slides of the digital book.

Day 3 & 4:  Continue working through the digital book (this will just depend on the grade level and the level of your students)

These are great to project onto your board, but you can also share them through your Learning Management System.  Just drag the video into your Google Drive and share it with your students so they can listen independently.

FLIP BOOK AND INFORMATION SHEET

Once students have their information sheet completely filled out, the next activity is the actual flipbook.  Students will use what they wrote on their information sheet to complete their flipbook.  Once the writing is done, they can color the topper and create their flipbook. 

These make the most adorable bulletin board sets!  Students will love seeing their work published for all to see!

RESEARCH ACTIVITIES

To help with learning and remembering the facts discussed within the book, we also have some fun worksheet activities for your students.

1.  Coded Messages Puzzles – these are so much fun!  Students are given a code with images – and then a coded message.  They will use the coded images to help solve the animal fact.  

2.  Word Search – just a fun way for students to remember certain words about each animal.

3.  Crossword puzzle – I promise, your elementary students will feel so “BIG” when they are working on a crossword puzzle.  It takes a little bit of coaching, but once they understand the concept, they love these!

4.  Directed Drawings – Not all of the sets have these – but the ones that do are a great addition.  Students draw out the image then write a few fun facts that they’ve learned.

What I’ve learned!

This is my favorite part!  Once we are done learning about the animal, we create hats for students to wear that say, “Ask me about…” These are great conversation starters for parents as well as other teachers and students.  Your kiddos will love feeling like experts on the animal they learned about!  

AMAZON RESOURCES USED WITH THESE ACTIVITIES!

(affiliate links)

Great vibrant markers that don’t dry out!  Love these!!

If you don’t have a paper cutter at home and in the classroom, you are missing out.  This small purchase drastically reduces time spent cutting things out!  A must have in my opinion!

BEST NEWS EVER!

These are all included in our ELEMENTARY HUB CLUB Membership, along with thousands of other resources! You will not find a better deal – I promise!

I can’t wait to share more tips and ideas!

See you next time!

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Search for: Search Button

Recent Posts

• 3 Low Prep and No Prep Activities for Skill Review in the Classroom
• What to do with Early Finishers in the Math Classroom?
• 9 Fun Thanksgiving Activities for Elementary Students
• What to Put in Your Emergency Sub Tub

Post Categories

Privacy overview.

Animal Research Journal

Kids love animals. There is such a natural connection between animals and children, which makes using animals in your lessons a wonderful way to inspire kids, foster their curiosity, and encourage skill development. This Animal Research Journal Project is a great way to bring that love of animals to lessons in Sciences and English.

Research Journal Printable

What you will discover in this article!

Disclaimer: This article may contain commission or affiliate links. As an Amazon Influencer I earn from qualifying purchases. Not seeing our videos? Turn off any adblockers to ensure our video feed can be seen. Or visit our YouTube channel to see if the video has been uploaded there. We are slowly uploading our archives. Thanks!

Critical Thinking Skills

In our quest to raise a generation with strong critical thinking skills, it is important that we start fostering those skills early. One way I enjoy doing this with my kids to to take something they are excited and passionate about, and encourage them to research and learn everything they can about it. As part of this process we work through learning what sources are reliable, and which are questionable and require further inquiry.

Research Skills

When doing this printable research project with your students, ensure you explore how to determine if a source is valid and can be trusted. This is especially important for kids that love to use the internet for their research.

In an age appropriate way, teach them to look for:

• Does the source have a proven track record for honest and unbiased information? For instance, if a company is writing a piece that supports their mission to sell certain products and make money, it is best to look for other sources. See if you can figure out the purpose and intention for the piece.
• Does the source have authority on the topic? If I am looking up information on animals, it is better to trust a veterinarian writing about the topic, than a person with no training or education in that area.
• Is the information accurate? The best way to confirm accuracy is to look for additional sources that can corroborate the information.
• Is it accurate? Look for disclaimers or discrepancies. Some sources will use a lot of technical jargon to try and sound official, but their information may be flawed.
• Is it current and relevant? With so many advances in our knowledge and sciences, it is important that you ensure any sources used are current and accurate based on the latest research. Look for a publication date. If the piece is quite old, see if you can find more current sources to confirm the information is still relevant.

Get the Printable

Using the research journal printable.

So how can we put all this together with our animal research journal project for early elementary?

First, print off the journal pages, there are colour or black and white options.

Ask your students to pick an animal they would like to research. For some kids this is a monumental decision! It could be a cat or a tiger, a whale or a mosquito. We intentionally designed the journal page to be as versatile as possible.

Most kids today love to immediately hop on the internet and start looking up stuff. They really love their Google! So let them go crazy for a bit and start finding information to fill out their journal page.

To start, I have my kids do a draft page (using the black and white journal page), where they start writing down any details they find. My kids also really love finding great photos.

Once they have had their fun on Google, we turn to our library. There we look for books and magazines by sources we know we can trust: National Geographic, Smithsonian, Children’s Encyclopedias, etc. With their books they can confirm the accuracy of the information they found online.

After they have verified all of their information and know it is accurate, they can fill in all the details on the colour page to complete their Animal Research Journal Report.

As a final touch, encourage kids to share their report and teach what they learned about their animal. This is a great way for kids to practice their speaking and presentation skills, and by teaching, it helps solidify the information in their own minds.

Most of all have fun learning about animals, research and critical thinking.

More Printable Projects For Kids

5 Days of Smart STEM Ideas for Kids

Get started in STEM with easy, engaging activities.

Please log in to save materials. Log in

• Resource Library
• Animal Characteristic
• English Language Arts
• Google Applications
• Google Classroom
• Presentation

Education Standards

Ohio standards for english language arts.

Learning Domain: Speaking and Listening

Standard: Speak audibly and express thoughts, feelings, and ideas clearly.

Learning Domain: Writing

Standard: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name what is being written about and supply some information about the topic.

Standard: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Standard: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

Ohio Standards for Science

Learning Domain: Life Science

Standard: Living things grow and reproduce. Living things are found worldwide.

Standard: Living things are made up of a variety of structures. Some traits can be observable structures. Some of these structures and behaviors influence their survival.

Animal Anchor Chart

Animal research project google slide, animal research project teacher lesson plan, google kids, kid info-bits, national geographic kids, speaking rubric, lions and tigers and bears oh-my animal research project and google slide presentation for primary students.

Lions and Tigers and Bears OH-my! Help young students practice their research and presentation skills with this fun, hands-on animal research and presentation project. 

Choose Animal

1) Prior to starting this project, you may want partner with your school librarian and/or STEAM teacher. Gather books and other resources to help peak your students interest and help them with their animal research. 

1) Choose an animal that you would like to learn more about. To help you choose:

• Check out the books in our class library.

National Geographic Kids:  https://kids.nationalgeographic.com/animals/

• Kids Info-bits: https://infohio.org/document-library/item/kids-infobits?passthru=Y

Research Animal

** Before students begin researching it would be beneficial to make sure students have previous knowledge and practice with search techniques. For more information on how to teach this check out INFOhio's research module for teachers:  https://success.infohio.org/module/search-effectively/get-ready

1) In a large group create an anchor chart for students to reference back to during their researching. You could create your own on chart paper or use this digital version: 

Animal Research Anchor Chart

2) Use the following links to research your animal:

Kids InfoBits  https://infohio.org/document-library/item/kids-infobits?passthru=Y

Google Kids https://www.safesearchkids.com/google-kids/#.XQ18qFNKhE5

3) Find the answers to the following questions:

• My animal's name is and an interesting fact.
• My animal lives?
• My animal can?
• My animal has?
• Why I chose this animal?

Create Animal Presentation

4) Complete the Google Slide presentation and make it your own.

https://docs.google.com/presentation/d/1Q1eT5C01MFq8EDgUb034cS79H-tRl_qhYVJEuM_MnzQ/edit?usp=sharing

• Change the title to represent your animal.
• Change the image.
• Add your name.
• Complete the sentence.
• Add a sentence or two of your own.
• Change the image. 
• Challenge yourself by adding additional slides that tell interesting facts about your animal.

Present Animal to Classmates

Help students practice speaking skills. You may find this free rubric TPT download made by Apples and Bananas Education helpful. 

5) Practice reading and presenting your presentation. Remember to look at presentation rubric to help you prepare. 

Extension Activity

1) To extend this lesson further partner with your schools Librarian, art teaher and/or STEAM teacher and have students create a model of their animal to use with their presentation. Provide a variety of materials for students to use. A quick google search will provide examples to help get your students creative juices flowing. 

1) Use resources provided to create a model of your animal.

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar
• Skip to footer

Check out our FREE  sight word worksheets   – we have over 150 in our database!

Sight Words, Reading, Writing, Spelling & Worksheets

Everything you need to know about sight words. We also provide articles and worksheets for parents and teachers to provide assistance with spelling, writing and reading.

Animal Research Project: Writing an Animal Research Paper

Resources to Research Animals

Use library books, encyclopedias and magazines to research your animal. In addition, there are numerous online resources. Our school provided a list of three online resources (noted by *). Since these resources require a membership, we provided a few more online sites to assist in researching an animal.

Online Resources for Animal Research Paper

Each student selects an animal of her choice and should take good notes when collecting facts and important details about her animal. Good note taking will greatly assist a student when writing his animal research paper. You may want to remind each student to use his own words.

Writing Prompts for Animal Research Paper

After a student selects her animal, she must answer the questions below. It is important to instruct your child or student to take her time and answer each question thoroughly. These answers will be used to create the animal research paper.

After a student completes the above questions, it’s time to begin writing the first draft of the research paper. Take the information obtained above and put it on paper.

Each answer to the questions above should be a paragraph with the exception of the interesting facts question. The two facts should get put into the paragraph that is most applicable, e.g., habitat, physical description or life span.

If you are a teacher, consider visiting our writing rubric page for different templates used to grade writing papers.

Reader Interactions

April 24, 2018 at 5:19 pm

Thanks very much, perfect for 3rd grade!

[…] Download Image More @ http://www.sightwordsgame.com […]

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Home › Blog Topics › Animal Research Meets Reading, Writing, and Flipgrid

Animal Research Meets Reading, Writing, and Flipgrid

By Kelly Hincks on 07/31/2017 • ( 0 )

Animal research projects are common in the elementary world. The second-grade teachers came to me and said they were going to an animal research project. The question became how to allow their students to have ownership of their learning while meeting various curriculum standards? Here are six areas that this project fit student needs.

Nonfiction Reading

It all began with a nonfiction reading unit. The main objective of the unit was for students to effectively read nonfiction text. The goal was for students to know how to use various text features and determine what facts are important to share. In their reading groups, students were exposed to a variety of nonfiction books where the strategies were taught. Then, they applied those strategies to create their own digital story.

Animals became the focus due to availability of information, student interest, and the connection to the science curriculum. Students in second grade learn about animals related to seasonal changes, animal habitats, food chains, and life cycles. All these elements became part of what students researched about their chosen topic.

Mapping Skills

After spending time reading various nonfiction books. Students prepared for a field trip to the local zoo. The zoo provided maps for each student. They were asked to plan out three animals that they might be interested in learning about. Then, they worked in their field trip groups to plan a route that would allow them to see all of their choices. Mapping skills such as the compass rose, legend, and scale were taught while students were planning.

Research Skills

After visiting the zoo, students decided what animal they would like to know more about. This could be from their original list or another animal that caught their interest while on the trip. Then they had to apply the nonfiction reading skills they had learned in the beginning of the project. Using both print and digital resources, they collected information that they could share in diary format. They focused on both specific science concepts, but also what they deemed important for their audience to know.

Fictional Writing

Once they collected their information, they wrote diary entries using books like Dairy of a Worm and Dairy of a Spider by Doreen Cronin as a model. Students focused on making their writing entertaining, but also incorporating the facts they collected in their research. They illustrated each of their entries.

Integrated Technology

This was the best part! After writing several entries they created a digital story, giving their writing a greater audience and purpose. We are a 1:1 iPad school so we decided to try the Flipgrid app. This app was easy to use and allowed the students to share their work. Tip: When recording we had the students start with their last journal entry. So when they were finished, the first video would be their first entry. Basically, they had to record in reverse order. Honestly after projects like this, I am hooked on Flipgrid. It has endless possibilities (but that is a whole different post). Every child, both quiet and outgoing, was able to share their writing with the school community. Additionally, it also allowed digital citizenship and online safety to be addressed.  Click here if you would like to see their work!

Author: Kelly Hincks

I am the librarian at Detroit Country Day Lower School in Bloomfield Hills, MI. I have worked as a school librarian for the past eleven years. I was a classroom teacher for four years prior to that. I have worked in charter, public, and private schools. My favorite thing about being a school librarian is the opportunities I have to work both with students and teachers. I love the co-teaching opportunities and connections I have been able to make! I have served on AASL committees as a member and chair. I currently serve as secretary of my state association, Michigan Association of School Librarians (MASL).

Share this:

• Click to email a link to a friend (Opens in new window)
• Click to share on Facebook (Opens in new window)
• Click to share on Twitter (Opens in new window)
• Click to share on Tumblr (Opens in new window)
• Click to share on LinkedIn (Opens in new window)
• Click to share on Reddit (Opens in new window)
• Click to share on Pinterest (Opens in new window)
• Click to share on Pocket (Opens in new window)
• Click to print (Opens in new window)

Categories: Blog Topics , Community/Teacher Collaboration , Student Engagement/ Teaching Models , Technology

Tags: Classroom teachers , co-teaching , collaboration , flipgrid , Library Media Specialists , reading , school librarians , Technology Integration , writing

Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed .

Library Management

Lesson Plans

Reading Motivation

Library Skills

Reading & Literacy

5 Animal Research Websites for Students

• stayingcoolinthelibrary
• February 24, 2019
• Lesson Plans , Research

Ready to do some animal research? Finding trustworthy and appropriate animal websites for students to use can be a challenge. Below are my go-to websites that you can feel confident having your students go to. Most of these sites also have videos, games and other educational activities as well.

National Geographic for Kids

DK Find Out

San Diego Zoo Kids

These websites below do have some advertisements on them.

Animal Fact Guide

Ready to research and use these animal websites for students?

Thank you for subscribing! A confirmation message has been sent to you with a link you MUST click on in order to begin receiving emails and gain access to the free resource library. Open your inbox and look for a message from " [email protected] ".

There was an error submitting your subscription. Please try again.

QUICK LINKS

RESOURCE LIBRARY

BESTSELLING PRODUCTS

DIGITAL LITERACY SKILLS

RESEARCH SKILLS

NOPREP PRINTABLES

PICTURE BOOK ACTIVITIES

LEGAL STUFF

DISCLOSURE POLICY

PRIVACY POLICY

TERMS AND CONDITIONS

© 2024 STAYING COOL IN THE LIBRARY | All Rights Reserved

Privacy Overview

Animal Research Project

Description

Questions & answers, elementary edugator.

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

• Blog Archives
• Copy­right | Cookie policy
• Lit­er­a­ture
• (V)IPs Zoos
• Rest of the World
• Endan­gered Species
• Species Clas­si­fi­ca­tion
• (V)IPs Evo­lu­tion
• Lat­est Newsletter
• Newslet­ter Archive
• Sub­scrip­tion
• Video Gallery

Select a Zoo

Reviews — zoos in europe, his­tory description, his­tory documentary.

Dur­ing the sec­ond half of the nine­teenth cen­tury the first menageries in Moscow were estab­lished as enter­tain­ment facil­i­ties. The first was founded in 1855 by two French­men (names unknown), while the Kreuzberg fam­ily owned a pri­vate menagerie that opened its door to the pub­lic in 1862 . Together these ani­mal col­lec­tions formed the heart of the Moscow Zoo­log­i­cal Gar­den founded by the Soci­ety for Acclima­ti­za­tion of Plants and Ani­mals, which was estab­lished by pro­fes­sors of the Moscow State Uni­ver­sity. The ini­tial idea for such a zoo­log­i­cal gar­den came in 1857 , but it took the Soci­ety, includ­ing one of its found­ing fathers pro­fes­sor Ana­toly P. Bog­danov, until 1863 to be able to buy prop­erty for the future zoo. The Zoo was opened to vis­i­tors on 13 Feb­ru­ary 1864 at the loca­tion where it still exists until this very day. On open­ing day 287 ani­mals were on dis­play, of which 134 were domes­tic ani­mals, while the oth­ers were exotic spec­i­mens such as tigers, lions, jaguar, leop­ard and rhino.

In those days it was an unique exper­i­ment to cre­ate “a liv­ing museum out­doors,” as pro­fes­sor Bog­danov said, in such severe cli­matic con­di­tions of cen­tral Rus­sia. The pri­mary pur­pose of the Zoo­log­i­cal Gar­den accord­ing to the mem­bers of the Soci­ety was:

to col­lect alive spec­i­mens of higher ver­te­brates ( firstly — the ani­mals of Russ­ian fauna) for sci­en­tific observations;

to estab­lish a col­lec­tion of typ­i­cal ani­mals that could serve edu­ca­tional pur­poses, i.e. dis­tri­b­u­tion of zoo­log­i­cal knowl­edge among the wide pub­lic communities;

to carry out sci­en­tific exper­i­ments and obser­va­tions of impor­tant ani­mals, espe­cially domes­tic ani­mals of Russ­ian breeds.

The Zoo was financed by the entrance fees and pri­vate dona­tions, includ­ing con­tri­bu­tions by mem­bers of the impe­r­ial fam­ily. In the first years the annual num­ber of vis­i­tors grew up to ten thou­sands. Nev­er­the­less, the incomes did not cover the expenses and the Moscow City Coun­cil refused to give finan­cial sup­port. So, the Zoo went into pri­vate hands of the Ryabinins’ fam­ily in 1874 . They trans­formed the Zoo into an amuse­ment park and in three years time ruined the place. In 1878 the Zoo was run by the Soci­ety for Acclima­ti­za­tion of Plants and Ani­mals again, includ­ing fund rais­ing activ­i­ties. This time the Soci­ety was able to man­age the Zoo suc­cess­fully, and even to buy a num­ber of ani­mals. But in the tur­moil of the Rev­o­lu­tion of 1905 the Zoo was severely dam­aged: the build­ings were ruined, the library was set on fire, many ani­mals per­ished. So, for the sec­ond time the Soci­ety was forced to turn over the Zoo to pri­vate owners.

Then in 1914 World War I broke out. For the Zoo this meant that in the autumn of 1914 the only build­ing that remain to this day was trans­formed from the director’s premises to a hos­pi­tal for wounded WWI sol­diers. The WWI impact com­pounded Russia’s suf­fer­ing from a num­ber of eco­nomic and social prob­lems, which resulted first in the 1917 Feb­ru­ary rev­o­lu­tion fol­lowed by the Octo­ber rev­o­lu­tion. In the after­math of the Great Octo­ber Social­ist Rev­o­lu­tion of 1917 and the fall of the Russ­ian Empire, the Soci­ety ceased to exist, and in 1919 the Zoo­log­i­cal Gar­den was declared national prop­erty and trans­ferred under the respon­si­bil­ity of the min­istry of Cul­ture of the com­mu­nist Moscow par­lia­ment, the Mossovet. In 1922 it was trans­ferred to the author­ity of Moscow City Coun­cil and since then it has been sup­ported by the City Author­i­ties. Con­struc­tion work began on the Zoo grounds. The Zoo­log­i­cal Gar­den premises almost dou­bled in size with the estab­lish­ment of the ‘New’ ter­ri­tory on the oppo­site side of Bol­shaya Gruzin­skaya street. New exhibits, which fol­lowed the prin­ci­ple of Carl Hagenbeck’s bar-​less enclo­sure design were estab­lished. One of the most inter­est­ing exhibits of the Zoo called ‘Ani­mal Island’ still exists. It was a high stony rock sur­rounded by a deep water ditch that sep­a­rated the vis­i­tors from bears, tigers, lions and other large preda­tors on the ‘Island’. The total size at the time was nearly 18 hectares.

In 1926 the Zoo­log­i­cal Gar­den was renamed ‘Zoo­log­i­cal Park’. At that time the range of activ­i­ties extended, the ani­mal col­lec­tion increased con­sid­er­ably with expe­di­tions col­lect­ing wildlife in Cen­tral Asia, the Far East and the Cau­ca­sus. New depart­ments were estab­lished, focussed on for instance sci­en­tific research, edu­ca­tion, vet­eri­nary sci­ence and nutri­tion. In those same years Moscow Zoo was the first zoo in the world where edu­ca­tional activ­i­ties were the main priority.

In 1924 the Zoo had estab­lished the Young Biol­o­gists Club that gath­ered like-​minded young peo­ple that joined in real sci­en­tific research. Many of them became a Zoo employee. The Club was founded by Petr Man­teifel, who also was the pio­neer father of the sci­ence called ‘zoo biol­ogy’. Man­teifel and his young biol­o­gists dis­cov­ered a way of arti­fi­cial breed­ing sables (Martes zibel­lina), which were on the verge of extinc­tion due to man’s insa­tiable pur­suit for its expen­sive fur. In the 1930 s dur­ing Stalin’s great purge many mem­bers of the Young Biol­o­gists Club were arrested accused of spread­ing anti-​soviet pro­pa­ganda and liberal-​minded ideas and hav­ing con­tact with Ger­man col­leagues at Berlin zoo, some were even exe­cuted as for­eign spies. The Club was con­sid­ered a non-​governmental organ­i­sa­tion beyond the direct con­trol of the author­i­ties, which in fact was partly true because the Club was a real democ­racy, with mem­ber­ship avail­able to all.

Although many ani­mals were evac­u­ated and many of the zoo staff were called to arms at the begin­ning of World War II the Zoo was kept open. Of the 750 employ­ees at autumn 1941 only 220 remained on the staff, most of them women. Get­ting enough food for the ani­mals was a con­stant chal­lenge, for instance car­casses of killed horse at the bat­tle­field around Moscow were brought to the zoo. More than six mil­lion peo­ple vis­ited the Zoo from 1941 to 1945 to enjoy the sights of ani­mals that had remained.

At wartime the sci­en­tific work pro­ceeded, per­haps even more intense than before or after the war. The sci­en­tific staff worked espe­cially on devel­op­ment of antibi­otics. But the most impor­tant mis­sion of the Zoo dur­ing the war was to give peo­ple hope. It pro­duced the illu­sion of a peace­ful life until peo­ple sur­vived through the des­per­a­tion of the war with the Red Army sol­diers as the most fre­quent vis­i­tors of the Zoo. Which were given the plea­sure of watch­ing new­born off­spring even dur­ing the war.

Dur­ing the soviet union period ( 1922 − 1991 ) not many highly ranked peo­ple cared about the zoo — no soviet leader had any inter­est in it. The city encroached on the zoo premises, while the zoo needed addi­tional space for the ever expand­ing zoo pop­u­la­tion of ani­mals. Because the breed­ing results were still excellent.

The Zoo lived up to the goal it had set for itself and made edu­ca­tional activ­i­ties the main pri­or­ity. Zoo staff dis­trib­uted knowl­edge in the field of nat­ural his­tory and tried to raise the pub­lic aware­ness and con­cern about the neces­sity for wildlife con­ser­va­tion. The zoo assisted school­child­ren and stu­dents with study­ing biol­ogy, actively par­tic­i­pated in sci­en­tific research, and actively con­tributed to sci­en­tific pub­li­ca­tions. So, the Zoo became one of the larger sci­en­tific insti­tu­tions in Moscow. And of course it still was the favourite recre­ational place for Moscow cit­i­zens and those who vis­ited the city.

As off 1974 when Igos Sos­novsky retired as direc­tor and his suc­ces­sor Vladimir Spit­syn took over Moscow Zoo became part of the inter­na­tional zoo com­mu­nity again. Sos­novsky as a WWII vet­eran hadn’t been able to brush aside the fear of repres­sion and avoided all inter­na­tional con­tacts for some rea­son. Spit­syn restored all inter­na­tional activ­i­ties from before the war and the Zoo became mem­ber of many Euro­pean and Inter­na­tional Breed­ing Pro­grammes in which it exchanged its rare and endan­gered ani­mals, shared expe­ri­ence and information.

Although already in the 1970 s improve­ment of all zoo facil­i­ties was needed and ideas of a new zoo in another region of Moscow were launched, noth­ing hap­pened due to local eco­nom­i­cal and social prob­lems. By the end of the 1980 s the Zoo’s con­di­tion became alarm­ing. Facil­i­ties were dete­ri­o­rat­ing, enclo­sures were dilap­i­dated and tech­ni­cal equip­ment needed to be replaced as well. And while a few improve­ments had been achieved — such as a par­tial ren­o­va­tion of the main entrance, the mon­key house and lion house — urgent mea­sures were still needed.

Then, in 1992 the new Moscow gov­ern­ment made a deci­sion to start the most ambi­tious recon­struc­tion project in Moscow Zoo’s his­tory with the first stage of the project to be com­pleted by 1997 , when the 850 th anniver­sary of the City would be cel­e­brated. Ana­toly A. Andreev who had been involved in the Zoo’s design and archi­tec­ture since the 1970 s headed the team of archi­tects. The project’s ren­o­va­tion objec­tives were focussed at (a) preser­va­tion or par­tial ren­o­va­tion of the his­tor­i­cally valu­able build­ings and exist­ing pools, (b) reduc­tion of the noise from the sur­round­ing streets, © con­nec­tion of the Old and the New ter­ri­tory via a foot­bridge, and (d) expan­sion of the Old ter­ri­tory by incor­po­rat­ing adja­cent areas and buildings.

Besides the preser­va­tion and ren­o­va­tion of almost all impor­tant zoo con­struc­tions, includ­ing the ones that actu­ally were dilap­i­dated, many new enclo­sures and facil­i­ties were built. Already in 1993 the foot­bridge that con­nected the Old and New ter­ri­tory was com­pleted. It allowed vis­i­tors to avoid cross­ing the busy B. Gruzin­skaya street with its heavy traf­fic. In 1993 other con­struc­tions were com­pleted as well, such as an enclo­sure for large birds of prey and a com­plex of enclo­sures for feline species, includ­ing leop­ards, Pal­las’ cats and lynx. Next, the Hagenbeck-​style ‘Ani­mal Island’, one of the most remark­able exhibits in the New ter­ri­tory, was ren­o­vated. The his­toric appear­ance with enclo­sures that resem­bled the nat­ural habi­tats of Amur tiger, striped hyena, African wild dog and Asian black bear was pre­served. Later they intro­duced Asian lions in one of the enclo­sures around the large rock in the cen­tre of the ‘island’. Dur­ing the ren­o­va­tion they cre­ated the Exo­tar­ium, which held sev­eral aquar­i­ums, inside the rock on the sec­ond floor.

The fol­low­ing years many more enclo­sures were ren­o­vated, besides the new research and vet­eri­nar­ian facil­i­ties that were put into oper­a­tion in 1994 . In 1996 , the main entrance itself (fea­tur­ing a small arti­fi­cial water­fall) was recon­structed. The same year the old, dilap­i­dated ele­phant com­plex was demol­ished and a new ele­phant house was erected at the same spot, while the inhab­i­tants (four African ele­phants and four Asian ele­phants) were tem­porar­ily moved to a a for­mer tram depot that was com­pletely ren­o­vated and spe­cially equipped. A new children’s zoo was opened in the New ter­ri­tory, includ­ing a children’s the­atre that organ­ises shows with edu­ca­tional ele­ments. And besides sev­eral aviaries, a pavil­ion for water birds was built on the shore of the large pond in the New territory.

Although in those days 4 addi­tional hectares of space was added to the for­mer exist­ing 18 hectares, the Zoo still lacked space to cre­ate favourable con­di­tions for their species to breed. And its loca­tion in the cen­tre of Moscow didn’t con­tribute to the favourable breed­ing con­di­tions they wanted of course. There­fore, the 200 hectares area near the city of Voloko­lamsk (about 100 km from Moscow) that was given to the Zoo in 1996 for the estab­lish­ment of a breed­ing sta­tion was very much wel­comed (see also Breed­ing Cen­tre ).

The first major stage of the gen­eral recon­struc­tion of the Moscow zoo rep­re­sents a unique event. Not only over 50 facil­i­ties have been ren­o­vated ( 90 % of all exist­ing facil­i­ties) and newly built, but it was achieved in such a short period of time. But main­te­nance and small and larger refur­bish­ment is ongo­ing busi­ness in a zoo. So, i n 2002 , the Moscow City Gov­ern­ment and the City Coun­cil allo­cated the nec­es­sary funds to start con­struc­tion of a new pavil­ion for the Asian ele­phants. In 2003 the three ele­phants could move house already, and in spring 2009 , the first new­born ele­phant calf was welcomed.

The Moscow Zoo­log­i­cal Park has come a long way from the small zoo­log­i­cal gar­den it was to the large insti­tu­tion of sci­en­tific research, edu­ca­tion, con­ser­va­tion and recre­ation it is today. And due to the dynam­ics of the stan­dards used in the zoo com­mu­nity regard­ing ani­mal health and wel­fare, Moscow Zoo is con­stantly improv­ing its facil­i­ties, also dur­ing 2014 cel­e­brat­ing its 150 th anniversary.

(Source: Moscow Zoo web­site; Zoo with a Human Face, to the 150 th anniver­sary of the Moscow Zoo — a doc­u­men­tary by Darya Vio­lina and Sergei Pavlovsky, 2014 ; Zoo and Aquar­ium His­tory by Ver­non N. Kisling, Jr., 2001 ; Wikipedia)

An account of 150 years of his­tory of the Moscow Zoo

(A doc­u­men­tary by Darya Vio­lina and Sergei Pavlovsky)

The his­tory of Moscow Zoo shown through the per­spec­tive of the lives of the peo­ple who have been impor­tant to the Zoo’s devel­op­ment and con­tin­u­ous progress over those many years since 1864 . Thou­sands of pho­tographs, hun­dreds of chron­i­cles, accounts and rec­ol­lec­tions that have pre­served the story that began so long ago, against all odds, and lasts unin­ter­rupted to this day. A doc­u­men­tary about those who have devoted their lives to serv­ing a noble and reward­ing cause, those who have started from scratch, those who main­tained that work and about those who revive the Zoo as off today.

(Source: sdpavlovskiy YouTube channel)

20 . 06 . 2014

Finally, Moscow Zoo is paid a visit. I have been look­ing for­ward to this for quite some time. It has been on my to-​do list since I learnt about the large col­lec­tion of feline species on dis­play at the Zoo. So, I am here on this sunny day in June to sat­isfy my curios­ity, in the year they cel­e­brate the Zoo’s 150 th anniversary.

I am enter­ing as one of the 1 , 5 mil­lion pay­ing atten­dance yearly. Which is not even half of the total num­ber of vis­i­tors a year. This is about 4 mil­lion, because there are spe­cific cat­e­gories (e.g. dis­abled, pen­sion­ers, chil­dren, stu­dents, etc.) for whom the admis­sion is free.

OLD TER­RI­TORY

I turn left after the main entrance to visit the large preda­tor sec­tion of the Old ter­ri­tory. Not that only here you will find preda­tors, but the great­est part of their preda­tor col­lec­tion is grouped in this sec­tion. I will come back to the group­ing of Moscow Zoo’s ani­mal col­lec­tion later. After hav­ing walked along a fence that blocks most of the views on the work in progress at the lake I arrive at what they call here the ‘trop­i­cal cats’ sec­tion: Ben­gal tiger (unfor­tu­nately the genet­i­cally aber­rant ver­sion — a white tiger), jaguar and chee­tah. Both the tiger and the jaguar have their indoor enclo­sures in the same house built at the perime­ter of the premises. The chee­tahs have their shel­ter for the night and bad weather in their out­door pad­dock, so that can­not be vis­ited. The tiger and the jaguar how­ever have inter­est­ing hous­ing that serves the needs for both the cats and the vis­i­tors. The lat­ter are pleased with Asian and South Amer­i­can (Inca) orna­ments to make sure they under­stand the geo­graph­i­cal ori­gin of the species. While the walls have murals rep­re­sent­ing the species’ orig­i­nal habi­tat … Machu Pichu for the jaguar. The ani­mals them­selves have var­i­ous enrich­ment fea­tures at their dis­posal, includ­ing high level obser­va­tion posts, in rather small exhibits. The out­door facil­i­ties for these two species are acces­si­ble from the indoors. It has nat­ural veg­e­ta­tion, but not a lot. Like­wise there are not a lot of options to shel­ter from extreme weather or loud crowds. Although the cats have access to sev­eral rest­ing posts at dif­fer­ent lev­els, these enclo­sures can do with some improve­ments — at least more veg­e­ta­tion — to make them bet­ter fit for pur­pose, in my opin­ion. The enor­mous expo­sure of the cats is also due to the fact that they use win­dows to sep­a­rate ani­mal from man along almost the total length of the enclosures.

When I walk the few steps to the entrance of the Bear House, which is like the jaguar and tiger indoor enclo­sure built at the edge of the Zoo grounds, I pass in between the Pal­las’ cat exhibit and a sec­ond jaguar exhibit. The Pal­las’ cat has a flat grassy area with three large trees, some shrubs and a poten­tial pond (when filled with water) avail­able in its out­door enclo­sure. Win­dows all around and a wire mesh roof pre­vent the cat from flee­ing this scenery that doesn’t resem­ble the cat’s orig­i­nal Himalyan habi­tat. Across the foot­path there’s a jaguar enclo­sure that’s more inter­est­ing than the one directly neigh­bour­ing the tiger. This one has a small stream and loads of veg­e­ta­tion and a mul­ti­level rest­ing plat­form. Still the ani­mal is quite exposed.

The Bear House pro­vides a nice and secluded area where three adja­cent bear enclo­sures houses sloth bear and spec­ta­cled bear. As a vis­i­tor you walk via a roofed cor­ri­dor more or less in the dark along the enclo­sures hav­ing good views on the exhibit via man-​sized win­dows. The enclo­sures have a dry shal­low moat at the visitor’s side, but I don’t think this with­hold the bears from com­ing close to the win­dows. The enclo­sures are small but almost com­pletely filled with enrich­ment fea­tures includ­ing var­i­ous plat­forms, a tree trunk struc­ture, rub­ber ham­mocks and nat­ural veg­e­ta­tion. Con­sid­er­ing the design I think these enclo­sures offer peace and quiet for the bears, unless peo­ple start bang­ing the win­dows of course.

In slightly larger enclo­sures they keep Amur leop­ard, snow leop­ard and cougar ( Puma con­color ). At all of these felid species enclo­sures the dis­tance between the pub­lic bar­rier and the fence does allow con­tact when peo­ple lean far forward.

Fur­ther along the foot­path around the cor­ner the arc­tic fox and the dhole are housed in enclo­sures that have a sim­i­lar inte­rior design as those for the felids. Despite the fact that these species live under dif­fer­ent nat­ural cir­cum­stances in the wild (for­est and tun­dra habi­tat respectively).

When I walk back to have a look at the large birds of prey aviary I can­not pre­vent myself to have a brief look at the giraffe enclo­sure as well. It’s obvi­ously a relic of the past that is not fit for pur­pose any­more. Still they have one retic­u­lated giraffe on dis­play at a sad­den­ing small area. It loves to be fed by the pub­lic that doesn’t care about the warn­ing not to feed the ani­mals. On the other side of the build­ing a sim­i­lar piti­ful sit­u­a­tion for the sin­gle white-​tailed gnu can be seen.

One of the most extra­or­di­nary group of species brought together on dis­play can be found right after the row of preda­tor enclo­sures. The maned wolf from South Amer­ica has the red-​necked wal­laby and emu from Aus­tralia as neigh­bour. But also in the same area the African wild dog is on dis­play as well as white-​tailed gnu (Africa) and kiang (Asia) in the row of sta­bles along the rim of the premises.

The rac­coon exhibit is worth men­tion­ing con­sid­er­ing the afore­men­tioned acci­dent risks. It has a very typ­i­cal enclo­sure design with elec­tri­cal wire on top of win­dows sur­round­ing the entire exhibit. The elec­tri­cal wire is within reach of the pub­lic. So, there are numer­ous warn­ing signs! But why they installed elec­tri­cal wire on top of win­dows that are unclimbable for rac­coons? To keep out the pub­lic perhaps?

In the bird house, in the far end cor­ner from the main entrance, birds from all geo­graph­i­cal regions are grouped together, includ­ing Hum­boldt pen­guin and African pen­guin. The house con­sists of two part with one part half empty, and has also very com­mon species on dis­play, such as wild turkey, com­mon pheas­ant and Euro­pean hedge­hog. Out­side this build­ing sev­eral aviaries com­prise a large array of par­rot species (South Amer­ica and Australia).

Pro­ceed­ing with my tour around the Old ter­ri­tory I have a look at the Asian ele­phant house and its sur­round­ing grounds. The fancy steel with blue details of the ele­phant house doesn’t appeal to me, but that is just a mat­ter of taste. It is def­i­nitely the most mod­ern exhibit in the Zoo I’ve seen yet, in style and in size, with a nice pool at the visitor’s side.

I skip the rep­tile house to save some time, and money too, because an addi­tional fee com­plies. So I walk straight to another mod­ern enclo­sure — the bar-​less and moated wolf exhibit. Although it has a Hagenbeck-​style design, the space avail­able for the wolves is ridicu­lously small. The wolves will never be able to cross the water-​filled moat and climb the wall and thus break out, still there is impres­sive elec­tri­cal wiring in place on top of the wall. Again, prob­a­bly to keep out the public.

Mak­ing my way to the foot­bridge that con­nects the Old and New ter­ri­tory I pass along a very old-​fashioned row of enclo­sures built in a semi­cir­cle in front of the 16 metres high sculp­ture by Zurab Tsereteli called ‘Tree of Fairy Tales’, 1996 . The enclo­sures house sev­eral species of mustel­idae (sable, Euro­pean pole­cat, stone marten), as well as African wild cats. Then fol­lowed by sev­eral aviaries again. At this point I am really lost regard­ing the way they group the Zoo’s ani­mal collection.

NEW TER­RI­TORY

Pro­ceed­ing clock­wise I find the doors of the Trop­i­cal House closed for ren­o­va­tion. So, no but­ter­flies for me this time. But in one of the two spa­cious aviaries around this house I dis­cover sev­eral ducks, such as the man­darin duck and the black-​bellied whistling duck, together with the com­mon kestrel ( Falco tin­nun­cu­lus ), though nei­ther rare nor endangered.

Then a rather spe­cial exhibit appears, the Ani­mal Island, which was devel­oped in the 1920 s as one of the first Hagenbeck-​style enclo­sures in the New ter­ri­tory. Although it took some ren­o­va­tion activ­i­ties it still exists to this very day. In the cen­tre of this moated area they have erected a fake ruined fortress, which serves as the back­ground for the species in the sur­round­ing exhibits. These bar-​less exhibits have a more mod­ern appear­ance but it isn’t nec­es­sar­ily an improve­ment for the ani­mals. For instance the Asian black bear has a bare envi­ron­ment with minor enrich­ment avail­able and no veg­e­ta­tion, but the brown bear is even worse off in a sim­i­lar enclo­sure but next to noth­ing of enrich­ment fea­tures. The tun­dra wolf ( Canis lupus alba ) and the striped hyena have a lit­tle bet­ter place at their dis­posal, but the Asian lions have by far the best enclo­sure. They have sev­eral rest­ing plat­forms, trees and a stream that ends in the moat. Again to save time I skip an exhibit. This time the Exo­tar­ium with its aquar­i­ums that has been cre­ated inside the ruined fortress and by the way requires an addi­tional fee to get in.

One of the rare areas in Moscow Zoo where you find mixed-​species exhibits is called ‘Fauna of the Savan­nah’. It has a South Amer­i­can sec­tion with capy­bara vicuna and gua­naco, and — very impor­tantly — a large pool at the dis­posal of the largest rodent on earth. Though absolutely not endan­gered, these water-​loving capy­baras should have access to water at all times, in my opin­ion. The real savan­nah area with African species has sev­eral enclo­sures. A mixed species exhibit with sable ante­lope and dikdik. And Grevy’s zebra together with ostrich and giraffe. Also this time there’s only one giraffe in the pad­dock. The loca­tion of the meerkat enclo­sure is well cho­sen, because when they sit on top of one of their hills they can watch the other ani­mals. Although it is the largest and prob­a­bly the most mod­ern facil­ity at the Moscow Zoo I still think it is dis­ap­point­ingly mediocre com­pared to other zoos I have seen in Europe and North America.

Before I go to the pri­mate sec­tion I buy myself an ice cream and walk along the horse sta­bles on the east­ern edge of the New ter­ri­tory premises. Look­ing for an answer to the ques­tion “why are there horse sta­bles at this place?” The ques­tion still waits for an answer.

At Moscow Zoo they keep both Suma­tran as Bornean orang­utans, which is quite unusual. The out­doors for the five indi­vid­u­als, includ­ing 2 young, of the Suma­tran species looks impres­sive due to the enor­mously high rock face at the rear. The wall looks extra impres­sive because it is rather close to the view­ing win­dows. Unfor­tu­nately, the exhibit lacks trees and veg­e­ta­tion other than grass while the enrich­ment is scant and I don’t see puz­zle feed­ers. The Bornean orang­utans have a sim­i­lar out­door enclo­sure, but it is sug­gested that olive baboons ( Papio anu­bis ) are on dis­play here as well. It could be that they alter­nate in the same out­door enclo­sure, but this is not very clear.

The west­ern low­land goril­las also have a sim­i­lar out­door enclo­sure design due to which the ani­mals are enor­mously exposed to the inquis­i­tive pub­lic. Con­sid­er­ing the num­ber of young­sters Moscow Zoo appears to be hav­ing good results breed­ing orang­utans and gorillas.

Indoors, all the great ape exhibits have much enrich­ment and jungle-​like murals, but the agile gib­bon has even more enrich­ment inside. I haven’t seen a spe­cific out­door enclo­sure for the agile gib­bon but it could be pos­si­ble that it alter­nates with the Suma­tran orang­utans. Only this enclo­sure lacks high trees or other options for the gib­bon to brachi­ate, which is its nat­ural behav­iour in the canopy of the gibbon’s native habi­tat, the rain­forests of south­east Asia.

The ter­rar­ium build­ing, located behind the Pri­mate House, is beau­ti­fully dec­o­rated with lit­tle mosaic tiles. They have the usual row of exhibits, but in this case espe­cially the larger rep­tiles and tor­toises (python, croc­o­diles, alli­ga­tor, tor­toise) are kept. And out­side they have two giant tor­toise species, the Aldabra and the Gala­pa­gos tortoise.

On my return to the exit I pass the exhibits of a few of the many preda­tor species they have on dis­play at Moscow Zoo. The polar bear is pro­vided with a big heap of arti­fi­cial ice, but that’s about it when it comes to enrich­ment, though there are some plas­tic drums to play with. The enclo­sure as such is the pro­to­type of polar bear enclo­sures world­wide, rear wall of cement and large bricks, con­crete floor, large and deep water-​filled moat. Unfor­tu­nately, again here the annoy­ing reflect­ing win­dows. The yellow-​throated marten I do not see, and the same counts for the Eurasian otter in its large elon­gated out­door exhibit with a shal­low pool along the whole length. It must be great to see the sub­merged otters swim in this pool.

Con­clu­sion There are sev­eral ways to group a col­lec­tion of ani­mals which can sup­port a zoo’s edu­ca­tional efforts. Of course, some peo­ple just come to the zoo to be enter­tained, but when an indi­vid­ual is ready to learn some things the worst thing you can do is con­fuse him or her. And to be fairly hon­est, con­fus­ing it is. Some­times they group the col­lec­tion accord­ing their tax­o­nomic tree, which is the case with the felids, the bird species and the pri­mates. Then again they have decided to present the col­lec­tion by geo­graph­i­cal ori­gin, like in the ‘Fauna of the Savan­nah’, or accord­ing orig­i­nal habi­tat like the mountain-​dwelling tur and mark­hor. And at some point they just make a mess of the group­ing, for instance in the area with the maned wolf, the red-​necked wal­laby and oth­ers. In the end it seems the Zoo just want to have on dis­play as many species as pos­si­ble, because all species that live in herds they keep them in small num­bers. I do under­stand that it is not easy, requires tough deci­sions and cer­tainly is not cheap to rearrange your entire col­lec­tion, espe­cially when it is that huge as it is here at Moscow Zoo. Any­way, fur­ther ren­o­va­tion is fore­seen and prob­a­bly some rethink­ing as well.

I hope that they get rid of all these win­dows they have at so many exhibits. For some sit­u­a­tions it is inevitable I under­stand, but I sin­cerely hope they will return to the orig­i­nal Hagen­beck idea of bar-​less enclo­sures, tak­ing into account mod­ern hus­bandry stan­dards of course. As the posi­tion of the sun makes it some­times hard to get even the slight­est glimpse of the ani­mals due to the reflec­tions in the win­dows. And last but not least they have the ten­dency to have win­dows all around or at more than 50 per­cent of the perime­ter of an enclo­sure. Most of the time lead­ing to more expo­sure of the ani­mals to the pub­lic and pos­si­ble unrest.

Suma­tran orang­utan young­sters at Moscow Zoo

Just another day at the zoo for these orang­utans ( Pongo abelii ) — noth­ing much excit­ing going on in this safe and secure envi­ron­ment. But wouldn’t it be nice to see them swing­ing and romp­ing in the forests of Sumatra.….

Rac­coons at Moscow Zoo

Rac­coons are known for their habit to clean their food in the water before eat­ing it. It seems they also want to have a clean ball before play­ing with it.

Breed­ing Centre

Infor­ma­tion and education, zoo details, breed­ing farm.

The Moscow Zoo has always been try­ing to cre­ate the most favourable con­di­tions for their ani­mals to ful­fil their basic needs. Not only for ani­mal health and wel­fare pur­poses but also to breed the ani­mals suc­cess­fully. These spe­cific breed­ing con­di­tions could not be achieved due to its loca­tion in the City cen­tre and the lack of space. In 1996 the Zoo came into pos­ses­sion of an area of 200 hectares near the city of Voloko­lamsk (about 100 km from Moscow). In this pic­turesque hilly area of the for­mer quar­ries of the Sychovo min­ing fac­tory, with streams, springs and arti­fi­cial ponds bet­ter oppor­tu­ni­ties were avail­able for breed­ing var­i­ous — pre­dom­i­nantly rare — species of animals.

The main goals of the Breed­ing Cen­tre, besides main­tain­ing rare and endan­gered species of ani­mals, are estab­lish­ing breed­ing pairs and groups and devel­op­ing new hus­bandry meth­ods. Since exces­sive dis­tur­bance is likely to have adverse effect on the breed­ing efforts, the actual Breed­ing Cen­tre is not open to the public.

The con­struc­tion of the Breed­ing Cen­tre started in March 1996 . The first inhab­i­tants of the Cen­tre were birds of prey and water­fowl and they have been suc­cess­fully breed­ing birds ever since. The col­lec­tion of water­fowl has grown notably since the begin­ning. Apart from the numer­ous mal­lards and ruddy shel­ducks, the inhab­i­tants of the ponds include pin­tails, pochards, tufted ducks and black geese of the genus Branta. Bewick’s swans are thriv­ing, rais­ing their chicks every year. Japan­ese, white-​naped and Siber­ian cranes are also breed­ing suc­cess­fully and many other species, includ­ing par­rots. The breed­ing cen­tre for birds of prey is con­tin­u­ously expand­ing, with Himalayan grif­fon vul­tures, golden eagles, impe­r­ial eagles, Steller’s sea eagles, and black vul­tures among its most promi­nent inhab­i­tants. Reg­u­lar breed­ing has also been achieved in saker fal­cons ( Falco cher­rug ).

They keep car­niv­o­rous mam­mals as well at the Breed­ing Cen­tre. These include endan­gered species such as Amur leop­ard, Pal­las’ cat, chee­tah, Amur tiger, dhole, wolver­ine, and yellow-​throated marten. Of these species the Amur leop­ard is listed Crit­i­cally Endan­gered accord­ing the IUCN Red List of Threat­ened Species™ , with about 45 indi­vid­u­als left in the wild. The Zoo’s track record says they have pro­duced off­spring from Pal­las’ cat, dhole, yellow-​throated marten, and Amur tiger.

For the ungu­lates that are kept at the Cen­tre the envi­ron­ment is almost ideal. There are bac­trian camels as well as kiangs, Saiga antelopes, blue sheep and vicu­nas. Hoofed ani­mals orig­i­nat­ing from moun­tain­ous areas have large pad­docks at their dis­posal that are sit­u­ated on the slopes of the sur­round­ing hills, more or less sim­i­lar to their nat­ural habitat.

Besides the more rare and endan­gered species the Cen­tre also has an inter­est­ing col­lec­tion of domes­tic hens, a horse sta­ble and a dog-​breeding cen­tre, mainly for the breed­ing of Cen­tral Asian sheep dogs. Fur­ther­more, there is a small quail farm and a poul­try farm with layer hens.

More­over a sub­sidiary farm in Loto­shino houses some cat­tle, smaller live­stock, and the main herd of bac­trian camels and yaks. The area of the sub­sidiary farm is about 51 hectares and it com­prises hay­fields, pas­tures, a sheep­fold and an api­ary. Most impor­tantly it pro­vides the Moscow Zoo with eco­log­i­cal feed for its animals.

The Breed­ing Centre’s col­lec­tion com­prises 10 species of car­ni­vores, 6 species of ungu­lates, 74 species of birds and a great num­ber of domes­tic ani­mals, but the col­lec­tion is expand­ing con­stantly. Although it is still closed to vis­i­tors, the Zoo’s goal is to open part of the farm (as they call the Breed­ing Cen­tre them­selves) to out­side vis­i­tors soon. They plan to cre­ate an addi­tional safari park at the loca­tion of the Breed­ing Centre.

(Source: Moscow Zoo web­site; Zoo with a Human Face, to the 150 th anniver­sary of the Moscow Zoo — a doc­u­men­tary by Darya Vio­lina and Sergei Pavlovsky, 2014 )

Infor­ma­tion pan­els and Edu­ca­tion at the Zoo

First thing to be noticed of course is that the infor­ma­tion on the pan­els around Moscow Zoo is given in the Russ­ian lan­guage. And no other lan­guage. This is not unex­pected as most of the infor­ma­tion pro­vided in Moscow is only in Russ­ian. For­tu­nately, the name of the species on dis­play is given in Eng­lish as well, together with its sci­en­tific name. As far as I can tell and under­stand no infor­ma­tion is pro­vided on the species con­ser­va­tion sta­tus (or IUCN Red List sta­tus). On the new revamped web­site this infor­ma­tion is avail­able but only in Russ­ian and no icons or logos are used, so you have to rely on machine trans­la­tion ser­vices. The pan­els show geo­graphic maps of the species dis­tri­b­u­tion and some­times the IUCN sta­tus and if the species is part of EEP /​ESB, as well. But this is not done con­sis­tently, and I am not sure how reli­able the infor­ma­tion is. Nev­er­the­less I have been able to find on the inter­net a list of species that rep­re­sent the Moscow Zoo con­tri­bu­tion to the Euro­pean Endan­gered species Pro­grammes (EEPs).

There is also a zoo school that is pri­mar­ily focussed on chil­dren, and I assume that the Young Biol­o­gists Club still exist. Fore­most because it has been very suc­cess­fully deliv­er­ing a range of impor­tant staff mem­bers over the years.

• Direc­tions

direc­tions to Moscow Zoo

Address : B. Gruzin­skaya 1 123242 Moscow Rus­sia

pub­lic transport

The metro sys­tem can be quite intim­i­dat­ing for for­eign­ers because of the lan­guage issue, but I can assure you it is the best way of nav­i­gat­ing the city. The metro sta­tions are the most beau­ti­ful I’ve ever seen and buy­ing tick­ets can be done using sign lan­guage (see the tri­pad­vi­sor web­site how it is done). When you are not able to deci­pher the Cyril­lic alpha­bet on the fly it is best to pre­pare your metro trip before­hand and make sure that you know how many stops you have to travel from the depar­ture sta­tion to your des­ti­na­tion, includ­ing trans­fer sta­tions. Another way of travel sup­port is the Art-​Lebedev metro map , which has the names of the sta­tions both in Russ­ian and Eng­lish men­tioned. The most fancy way how­ever is by using the Russ­ian metro app on your smart­phone. The Yandex.Metro app — pro­vides a bilin­gual metro map which can even build con­nec­tion routes for you and esti­mate travel times.

Moscow Zoo’s main entrance is con­ve­niently located right across from the Krasno­pres­nen­skaya metro sta­tion on the Brown Cir­cu­lar line (no. 5 ). Also the Bar­rikad­naya metro sta­tion is rather close to the main entrance, Pur­ple line (no. 7 ).

by bicy­cle

As men­tioned already Moscow is a very large city. So, it really depends on how close you already are to the Zoo if cycling could be an option. The obvi­ous chal­lenge is the traf­fic which has grown dra­mat­i­cally in recent years — the cen­tre of Moscow is a non-​stop traf­fic jam. Fur­ther­more the poor dri­ving habits of Moscow motorists are noto­ri­ous, from road rage to rear-​ending. In addi­tion, knee-​deep snow and the grimy slush that inevitably fol­lows dur­ing the long and fear­some win­ters doesn’t make cycling in Moscow a very attrac­tive mode of trans­port. Nev­er­the­less the City Coun­cil tries to make the city more bike-​friendly with a bike rental scheme like in many major cities around the world. I decided to use the metro.

There is no ded­i­cated park­ing avail­able at the Zoo, but if you really want to drive your­self you can get direc­tions below by pro­vid­ing your point of departure.

From : --  Choose source      -- Moscow Zoo or

Down­load the zoo map here .

Goal: 7000 tigers in the wild

“ Tiger map” ( CC BY 2 . 5 ) by Sander­son et al., 2006 .

Latest Additions

Tallinn zoo­log­i­cal gar­dens, tallinna loomaaed, stadt haag zoo, tier­park stadt haag, salzburg zoo, krefeld zoo, cerza zoo, cerza parc zoologique lisieux, bratislava zoo, rheine zoo, natur­zoo rheine.