Observing and monitoring animal behaviour The EU Zoo Directive (Council Directive 1999/22/EC) legally requires that all European zoos participate in scientific.

Observing and monitoring animal behaviour

The EU Zoo Directive (Council Directive 1999/22/EC) legally requires that all European zoos participate in scientific research. Research carried out at Chester Zoo far exceeds our legal obligation. Chester Zoo is the biggest research training ground for zoo-based studies in the UK. Our animals benefit in many ways from the studies that researchers have been conducting over the years. Ultimately, this research gives us the tools to assess and improve our animals’ welfare and to help fulfil our conservation goals.

One area of research carried out in the Zoo looks at animal behaviour and this is the focus of this exercise. A visit to Chester Zoo offers the perfect opportunity to practise some animal behaviour monitoring techniques.

Prior to your visit

• Decide initially whether this exercise will be teacher led or whether the following planning will involve the students.

• Decide whether the focus will be on one species over an extended period, or comparing the behaviour of several species over a shorter period. Then choose the focus species. (See following sheets for suggestions)

• All teachers bringing groups to Chester Zoo get a free pre-visit. During this visit you could record footage of your classes’ chosen species

• List behaviours that are likely to be seen for the chosen species.

• Decide how you will record behaviours observed e.g. recording what the animal is doing every 30 seconds, every minute, one minute every 5 minutes, or continuously.

• Prepare a data collection sheet for recording the different behaviours. (An example monitoring sheet is included or you could create your own)

• Split the class into groups, and split the zoo visit into time shifts. Bear in mind: - Time shifts should not be too long - Space around an enclosure may be limited - Large groups monitoring at the same time could impact on an animal’s behaviour

An Example Exercise

For a group of 15 students, an optimal split would be 5 groups of 3

If the students are to be involved in the planning process they could be given a zoo map/ list of species and initial discussions could take place into which animals may be the best to observe (see ‘choosing an animal’ page for suggestions). A decision needs to be made if one species is the main focus for all groups (single species – extended time period), if all groups will be observing one species each and comparing results (single species – extended time period), or if all groups will be observing more than one species during their visit (several species – short time periods).

It is vital that each group has prepared a data collection sheet, is familiar with how the data is going to be recorded (e.g. timing format) and that the sheet is ready and printed prior to their visit.

Recommended equipment list per group:- Clipboard, monitoring sheet and pencil

- Binoculars (optional) - Stopwatch - Zoo map

On the day of the Visit:This example is for single species observations over extended time periods.

- Each group has been allocated a focus species. - Students visit their species 2 – 3 times during the day and record observations over long time periods (e.g. 30-45 minutes). - On arrival at the enclosure, any generic information is recorded at the top of their sheet. - Depending on the data collection technique decided, if the species is in a social group there could be an initial 5 minutes of recording what the whole group is doing (a scan sample) prior to focusing on an individual. - Following this (or if not applicable) the individual animal that will be the subject of the study is chosen and recorded. - At the allotted time, groups start collecting data. Using the stopwatch to keep track of time, they should focus, observe and record what the chosen animal does within the allotted time slots. - Each student can be allocated a role for each observation session: Student 1: Timing with a stopwatch Student 2: Recoding with clipboard, data sheet and pencil Student 3: (Binoculars) Describing behaviour at times indicated by student 1.

An additional idea: If resources are available students could video the subject of the study for further analysis, and/or compare different recording techniques.

Species Monitoring

Species Monitoring

After your visit:

Data collation and analysis.Data outputs to answer questions (e.g. charts, graphs and statistics: Spearmans rank. Rho, Mann-Whitney, Wilcoxon, Chi-squared.

Single species over an extended time period:

For what proportion of time did each behaviour occur?What was the most and least commonly observed behaviour? Is there a significant difference in the proportion of time spent on the most and least commonly recorded behaviour?Did time of day influence behaviours seen? What other factors may have influenced behaviour? How might numerous recorders impact on the results?Was the study period long enough to see a full range of behaviours?How could this study be improved?

Example Questions

Several species over short time periods:

Which was the most/least active species?What were the least/most common behaviours, and how do they compare across the species?For what proportion of time did each behaviour occur?Is their a significant difference in the proportion of time spent on the least and most common behaviours?Why might this be? (e.g. feeding, a lot of visitors?)Did time of day influence behaviours seen? Is there a statistical relationship between group size and time spent being active?What other factors could have influenced the animals behaviour? (e.g. weather, visitors)Was the study period long enough to see a full range of the animal’s behaviours?How could this study be improved?

Choosing a focus species

Things to bear in mind or investigate during a pre-visit:

- Does Chester Zoo currently hold that species? - Is that species likely to be visible? - Can individuals be easily identified from a group? - Can behaviours of that species be easily recognised? - Could being observed impact the behaviour of the species?

Some species that you might consider:

- Primates (e.g. Chimps, Orangutans, Mandrills, Capuchins) - Elephants - Black Rhinos - Giraffe - Congo Buffalo - Lions - Hornbills

Species to avoid:

- Those that live in large groups and which look similar (e.g. flamingos, penguins, fish) - Species with enclosures that have limited viewing or space (e.g. aquarium) - Animals that are difficult to see (e.g. bears, jaguars, tigers)

Primates Elephants Black rhinos Congo buffalo Giraffe Lion hornbill

Not visible Not visible Not visible Not visible Not visible Not visible Not visible

Social interaction (moving towards/away from another animal, aggressive (e.g. bit, hit), carrying/holding young animal, chasing, being chased, displaying, grooming, play (e.g. wrestling, tickling),

Social interaction (moving towards/away from another animal, inspecting another, touching another animal, play (e.g. trunk wrestling, shoving, butting)

Social interaction (moving towards/away from another animal, touching another animal, play, rubbing horns, nursing young)

Social interaction (moving towards/away from another animals, touching another animal, nursing young)

Social interaction (moving towards/away from another animal, touching another animal (e.g. neck rub) inspecting another, nursing young)

Social interaction (moving towards/away from another animal, touching another animal)

Social interaction (moving towards/away from another animal, touching, feeding another animal)

Interacting with visitors (display, aggressive e.g. hitting glass, throwing)

Interacting with visitors (display, throwing item)

Interacting with visitors (spraying)

Interacting with visitors (inspecting)

Interacting with visitors (charge, inspecting)

Interacting with visitors (following)

Interacting with keepers Interacting with keepers Interacting with keepers Interacting with keepers

Interacting with keepers

Interacting with keepers

Interacting with keepers

Moving (walking, running, climbing, swinging, following another animal)

Moving (walking running, following another animal)

Moving (walking, running, following another animal, charging)

Moving (walking, running, following another animal)

Moving (walking, running, following another animal)

Moving (walking, running, stalking, following another animal, pouncing)

Moving (flying, hopping)

Resting (sitting, lying, sleeping)

Resting (lying, sleeping) Resting (sitting, lying, sleeping)

Resting (lying, sleeping)

Resting (lying, sleeping, standing still)

Resting (sitting, lying, sleeping)

Resting/perching

Collecting food Collecting food Collecting food Collecting food

Feeding Feeding Feeding (browsing, grazing)

Feeding Feeding Feeding Feeding

Drinking Drinking Drinking Drinking Drinking Drinking

Tool use (e.g. ‘termite fishing’, scooping water)

Interacting with exhibit (wallowing in mud, bathing, dusting, manipulating object

Interacting with exhibit (wallowing in mud, bathing, soaking hay)

Interacting with exhibit (manipulating object, chewing)

Interacting with exhibit Interacting with exhibit (digging, scratching)

Interacting with exhibit

Vocalising Vocalising Vocalising Vocalising Vocalising Vocalising Vocalising

Self-directed behaviour (scratching, inspecting)

Self-directed behaviour Self-directed behaviour Self-directed behaviour

Self-directed behaviour

Self-directed behaviour

Self-directed behaviour (preening)

Suggested Species and associated behaviours

The following table gives an indication of a range of behaviours which may be seen by a selection of animals within the zoo. Do remember however that you may not see some, or any, of these behaviours, and that there may also be other examples.

Name………………..……………… Others in group ………………………………………………………………………………………………………….. Date………………………………….. Time span………..……………..…………………………Species……………………………………………………. Number of individuals in group……… Subject identification…………………………………………………………………………………………………….. Weather (if observing outdoors)……………………Other relevant information (e.g. How busy is the enclosure? is a keeper present?)………………... ………………………………………………………………………………………………………………………………………………………………………….

Suggested monitoring sheet format

Name……………….. Others in group …………………………… Date…………. Time span: 12.00.-12.30.. Species: elephantsNumber of animals in group 8… Subject identification: smallest individual Weather conditions (if observing outdoors): dry and cloudyother relevant information: No keeper, presenter talk started at 12.15 crowds got bigger from 12.10

Not visible Standing Walking In pool Feeding Drinking Touching another elephant

Vocalising Interacting with keepers

*0.00-1.34

1.34-2.01

2.01-6.59

6.59-7.15 7.15-7.43

7.43-14.24

14.24-15.10

15.10-15.42

15.42-20.04

20.04-20.35

20.35-26.42

26.42-26.55

26.55-30.00

Example Data Collection Formats

* Minutes and Seconds

Name……………….. others in group …………………………… Date…………. Time span: 12.00.-12.30.. Species: elephantsNumber of individuals in group 8…. Subject identification: smallest individual Weather conditions (if observing outdoors): dry & cloudyother relevant information: No keeper present, presenter talk started at 12.15 crowds got bigger from 12.10

Not visible

standing Walking In pool Feeding Drinking Touching another elephant

Vocalising Interacting with keepers

0.00 x

0.30 x

1.00 x

1.30 x

2.00 x

2.30 x

3.00 x

3.30 x

4.00 x

4.30 x

5.00 x

5.30 x

6.00 x

6.30 x

7.00 x

7.30 x

8.00 x

8.30 x

9.00 x

9.30 x

10.00 x

Continued..