Event Name: Zoo Excursion Event Time and Place: Smithsonian National Zoo, May 3
The first stop of our visit was the Small Mammal House. Some of the species here included the northern treeshrew, golden-headed lion tamarin, fennec fox and screaming hairy armadillo. This facility listed basic information for each species. For example, it named where the animals are found in the wild, how they survive and fun facts about them. There were plaques to help you spot some of the animals, as well as some digital exhibits on radiography and some framed photographs. The habitats also tried to recreate the wild environment. This exhibit was mostly visual and felt mostly aimed toward children. Visitors were certainly interested and watching the animals intently, and some adults were reading the information provided.
The next stop of our visit was the Reptile House. Some of the species here included the northern blue-tongued skink, Weber's sailfin dragon, shouted cobra and prehensile-tailed skink. This facility provided information about each species' habitat and environmental needs, as well as details about their organs, anatomy and conservation status. It also listed whether they are endangered. The exhibits included informational displays alongside physical materials such as skulls and bones. There was also a table inside the exhibit, where the United States Geological Survey helped educate the public. Other interactive activities for children included coloring books and t-shirt pressing stations. The habitats were also designed to resemble the animals' natural environments. This exhibit felt especially geared toward children, with simplified information and hands-on activities. Many of the children appeared engaged and attentive to the animals and activities, though they did not always seem to be reading many of the plaques.
The last facility we visited was Amazonia, where we had a guided tour by our SGC professors. Four species were the roseate spoonbill, freshwater stingray, black doradid and Arrau turtle. The plaques here had information about the diversity of species found in the Amazon, as well as details about their habitats, adaptations and if they were endangered. The exhibit featured pools and open-enclosure environments that helped recreate the rainforest ecosystem and made the experience feel more immersive. The walls were decorated with paintings, and there were maps and displays explaining the Amazon environment. Compared to other exhibits, the educational material here felt more geared toward older visitors because it focused on broader ecological and cultural concepts rather than simplified facts about individual animals. Visitors mostly looked into the exhibits and observed the animals here, as there was less information provided directly on the placards.
Between stops at these facilities, we also found other ways that the zoo promoted education and conservation. One of these was outside the Reptile House, where one of my peers spun a wheel at another USGS table. The numbers on the wheel corresponded to questions about reptiles, helping education participants in a fun way. There was also an individual inside Amazonia who had a jaguar skull and fur. These visuals were an interactive way to inform visitors about the species and its anatomy. As far as animal welfare went, we encountered an attempt to keep the animals happy in the Small Mammal House. Animals like the lemurs had toys in their enclosures in an attempt to keep them entertained in the exhibit. Another example of this was at the farmhouse, where the chickens had a swing and the donkeys had numerous different play structures.