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Pathway 2: Primates
Lesson 1: Primate Diversity
Topic: Primate Diversity Prerequisites: None
Next advised topic: Primate
Conservation
Lesson Overview: This lesson looks at the diversity of primates in Africa and how they
can be grouped.
Keywords: Primate diversity.
Resources: PowerPoint, pens, a card game (at the end of this resource) and the field
notebooks.
Course aims:
The Primate pathway aims to teach
the class about the diversity of
African primates, the threats they
are facing and their conservation.
Learning outcomes:
Be able to describe the characteristics of
a primate.
Know the five main groups of African
primates.
Time
Lesson/activity
Teachers notes
PowerPoint
(Slide 1 & 2)
3 minutes
Go over learning outcomes and hand out the field notebooks—
children should write their name on the front cover. Explain
why scientists use field notebooks and that the children’s field
notebooks contain activities to be done in and outside of
lessons.
PowerPoint
(Slide 3)
5 minutes
How many animals are in the world?
Answer: scientists have identified and named over 76,400
animals (8590 animals in Africa) but we have not found them
all! There are many animals yet to be discovered.
Ask the children if they know the difference between
vertebrates and invertebrates?
Answer: vertebrates have a backbone and invertebrates do not.
Go through the five major groups of vertebrates (birds,
mammals, amphibians, reptiles and fish) and the five major
groups of invertebrates (slugs, snails, spiders, worms and
insects).
Animals are grouped due to common characteristics.
In this lesson, we are interested in the group mammals.
Ask the children if they know what a mammal is?
Answer: mammals are a group of warm-blooded animals whose
skin contains at least a few hairs (many have fur) and the young
are fed milk.
Ask the children if they can think of any examples of
mammals?
Example answers: humans, elephants, dogs and primates!
In this section stress
how the group
Primates fit into the
classification system.
Primates are
vertebrates and
belong to the group
mammals – the
International Union for
Conservation of
Nature describes 493
primates.
PowerPoint
(Slide 4 & 5)
8 minutes
Ask the children if they know what a primate is?
Answer: primates are apes and monkeys.
Ask the children if they know the difference between an ape
and a monkey?
Answer: the most visible difference is that most monkeys have a
tail, but apes do not.
Time Lesson/activity Teachers notes
PowerPoint
(Slide 4 & 5)
Ask the children if they know any examples of apes:
Answers: bonobo, chimpanzee, gorilla, gibbons and orangutans.
Ask the children if they know any examples of monkeys:
Example answers: colobus monkey, baboon, vervet monkey,
blue monkey and mandrill.
In the last slide, you have told the children organisms are
grouped due to similar characteristics.
Ask the children if they can think of any characteristics
most/all primates have?
Answers on slide 5.
As revision children should
write four characteristics all
primates share on page 6
of their field notebooks.
PowerPoint
(Slide 6)
7 minutes
Introducing the five major groups of African primates.
The Old-World monkeys are made up of two groups: Colobines
and Cercopithecinae.
Colobines: medium-sized monkeys with big bodies and small
heads. Their name comes from the Greek word kolobos which
means mutilated because they have reduced thumbs. This
allows their hands to form flexible hooks for arboreal life.
Because of this, they carry infants in their mouth! They are also
known as leaf monkeys as they can digest toxic leaves. There
are three groups of colobus monkeys (seen on PowerPoint).
Cercopithecinae: are all other non-colobine Old-World
monkeys. It is the largest group with 56 species. They are all
very morphologically varied - species differ in size, colour and
shape. Many of the species live in large social groups and are
diurnal (awake during the day).
Bushbabies: There are 24 species of bushbabies separated into
five groups (on PowerPoint). They are long-tailed, have a woolly
coat, nocturnal (awake at night) and are arboreal. Bushbabies
have long hind legs to help them leap, large naked ears and a
pointed muzzle.
Children should write the
names of the five groups of
African primates into page
7 of their field notebooks.
Arboreal: lives in trees.
As you introduce the five
groups of African primates
have the children look at
the drawings in their
notebook. Compare these
drawings to the pictures on
the slide:
Colobines: page 8
Cercopithecinae: page 10
Bushbabies: page 14
Lorisidae: page 15
Apes: page 16
Time Lesson/activity Teachers notes
PowerPoint
(Slide 6)
Lorisidae: This is the group in which loris’ reside.
Although there are no loris’ in Africa there are pottos and
angwantibos which both belong in this group. They have
large forward-facing eyes and small hidden ears. Like
bushbabies, they are also nocturnal.
Apes: There are four species of ape in Africa (not including
humans): bonobos, chimpanzees, Eastern gorilla and the
Western gorilla. Bonobos and chimpanzees both belong to
the genus Pan and are humans closest living relatives. Apes
eat a high amount of fruit and live semi-terrestrially (live
both on the ground and in the trees). All apes have a long
intestine (more than 9x the head and body length).
PowerPoint
(Slide 7)
15 minutes
This card game is to get the children used to the different
groups of primates found in Africa. The instructions are on
the PowerPoint.
You will need to print and
cut out enough sets of
playing cards for the class
(this can be found at the
end of this guide).
If you do not have the
resources to play this game
read the cards yourself and
include the information in
slide 7.
PowerPoint
(Slide 8)
7 minutes
Tell the children to put the cards face down. Move onto the
next slide and ask the children to name the primate and
which major group it belongs to (pages 18-19 in field
notebook). Once the children have attempted this, they can
check their answers on the playing cards.
Have the children fill in pages 20 and 21 of their field
notebooks (the playing cards contain all the answers).
Homework:
On pages 22-25 the children can answer the questions about
their chosen primate. They can use the internet, books, or
people they know to find out the information.
On the map (page 22), children should colour in the countries
in which the primate is found (or its range).
Field notebook answers:
Page 18: Top left: gorilla,
top right: mandrill, bottom
left: gelada, bottom right:
barbary macaque.
Page 19: top left: black and
white colobus, top right:
bushbaby, middle left:
chimpanzee, middle right:
baboon, bottom left: vervet
monkey, bottom right:
angwantibo.
Page 20: 98.8%, barbary
macaque, 3, grass-eater,
gelada.
Page 21: gorilla, macaque,
red colobus, bonobo, kipunji
and Allen's swamp monkey.
Pathway 2: Primates
Lesson 2: Primate Conservation
Topic: Primate Conservation
Learning outcomes:
Understand why we should
conserve primates?
Know the threats facing primates.
Know the different methods for
conserving primates.
Prerequisites: Primate Diversity
Next topic: None
Lesson Overview: This lesson looks at why we should conserve primates, threats facing
primates (and the IUCN scale of endangerment) and the advantages and disadvantages
of conserving primates in National Parks and zoos.
Keywords: Conservation, human impacts, primates and threats.
Resources: PowerPoint, pens, field notebooks and counters/paperclips.
Course aims:
The Primate pathway aims to teach the
class about the diversity of African
primates, the threats they are facing
and their conservation.
Time Lesson/activity Teachers notes
PowerPoint
(Slide 1 & 2)
3 minutes
Go over learning outcomes and hand out the field
notebooks.
PowerPoint
(Slide 3)
4 minutes
Explain what is meant by extinction: 37% of African primate
species are threatened with extinction.
Scientists can measure the risk of extinction for each
organism using this scale.
Red—Extinct and Extinct in the wild.
Orange—in danger of coming extinct: Critically
Endangered, Endangered and Vulnerable.
Green—Least Concern and Near Threatened.
The green categories are not in danger of going extinct
however the Near Threatened class is close to moving into
the Vulnerable category.
Optional teachers’ activity:
Ask 40% of the class to stand
up (if you have 30 pupils in
your class that is 12 people).
If the pupils represented the
number of species of
primates in Africa, then
those standing up are the
ones that are threatened
with extinction.
PowerPoint
(Slide 4)
10 minutes
There are many threats facing primates today and the major
driver of primate extinction is unsustainable human
activities.
Agriculture is the main threat (threatening 76% of primate
species worldwide).
• Increase demand for crops (e.g. palm oil, sugar cane and
rice) is increasing deforestation.
• Converting forest to agricultural land decreases
biodiversity.
• Within the 21st-century primate range areas are expected
to see huge agricultural expansion.
Make this interactive– ask
questions!
Time Lesson/activity Teachers notes
PowerPoint
(Slide 4)
Logging & wood harvesting (explain that the forest is
important to primates as it provides shelter and food):
• Demand for tropical timber increases deforestation (in
2010, Sub-Sahara Africa accounted for 16% of the industrial
hardwood industry).
• Deforestation destroys the undergrowth, reduces canopy
cover and causes loss of important large trees that provide
primates with food/shelter.
Hunting & trapping:
• Mainly for bushmeat but also for medicine or pets.
• Bushmeat can provide food or income.
• Endangered species often fetch a higher price.
Livestock farming and ranching threaten 31% of primates
worldwide.
• Causes deforestation (similar to agriculture).
Other smaller threats include road construction, oil/gas
drilling, mining, pollution and climate change.
• Roads: by 2050 an additional 25 million km of road will
have been built worldwide in tropical forests (increasing
access to the forest for poachers and illegal loggers).
• Climate change: due to slow life histories and small
geographical distributions some primates may be slow in
adapting to climate change.
• Mining: leads to deforestation and pollution of streams and
soil.
Children may do the activity
on page 29 of their field
notebooks to reinforce
learning.
Time Lesson/activity Teachers notes
PowerPoint
(Slide 5)
5 minutes
As agriculture is a major threat, we are going to look closer
at palm oil due to its high profile in the media.
When we think of palm oil it is usually of the negative
impacts it is having on orangutans in Indonesia. However,
there have been recent investments in palm oil within Africa
which will threaten African wildlife.
Unsustainable palm oil production is damaging the
environment. Between 1980 and 2014, the production of
palm oil increased by 65.5 million tons. It is a major driver of
deforestation, responsible for water pollution and causes the
release of greenhouse gasses. Palm oil expansion is expected
to affect 54% of threatened mammals.
However, palm oil is very important. Half of the world
depends on palm oil in their diet—it is in food, cosmetics,
biofuel and cleaning products. It provides jobs and can help
the economic development of a country.
Not only does it support the economy, but palm oil produces
higher yields than other plant-based oils (see on
PowerPoint). Therefore, palm oil plantations take up less
space compared to other oil plantations.
Should we ban palm oil?
Answer: no, but we do need to use sustainable palm oil!
For more information on palm oil
look at the IUCN brief on Palm Oil
and Biodiversity.
Found here:
https://www.iucn.org/sites/dev/fil
es/iucn_issues_brief_palm_oil_an
d_biodiversity.pdf
Tell the children to complete
page 31 of their field
notebooks using the
information you have just
told them.
PowerPoint
(Slide 6)
10 minutes
Before moving onto slide 6 ask the children why they think
we should conserve primates?
Answers (on slide 6):
1. Part of the ecosystem and increase biodiversity:
• Explain what ecosystems are and how all species are
interconnected (e.g. through food chains/webs). Tell the
children that the removal of one species from the
environment may affect the entire ecosystem.
Time Lesson/activity Teachers notes
PowerPoint
(Slide 6)
2. Primates are our closest evolutionary ancestors:
• We share 98.8% of our DNA with chimpanzees. If we
cannot protect them what hope do other species
have? As it is human actions that are causing their
decline, we should be responsible for protecting
them. Furthermore, by studying primates we can
learn more about human physiology, behaviour and
cultures.
3. Provide ecosystem services:
• Ecosystem services are the benefits gained by
humans from the natural environment. Primates
provide cultural benefits; they can be seen as
religious/sacred symbols, provide inspiration, good
aesthetic or provide economic benefits through
tourism. Primates are also seed dispersers—plants
survival often depends on seed dispersal.
4. Close bonds between mothers and infants:
• When we see close family bonds in animals it often
creates empathetic feelings towards the individuals.
Male bonobos maintain close bonds with their
mothers all their lives. Or vervet monkey groups
members may provide caregiving activities such as
touching, grooming, inspecting or carrying an infant
that is not theirs (allomothering).
5. Social behaviours and culture:
• Through being able to study some complex
behaviours (such as tool use) we can comprehend
the evolution of some of our own behaviours. Many
primate populations also show different cultures and
so populations of primates must be protected to
conserve unique cultures.
Tell the children to complete
page 32 of their field
notebooks using the
information you have just told
them.
Time Lesson/activity Teachers notes
PowerPoint
(Slide 7, 8 & 9)
13 minutes
Explain what conservation is and that it can occur in lots of
different places (for example zoos, aquariums, botanical
gardens, National Parks or safari areas).
Split the class in half. One half of the class is to discuss the
advantages of protecting primates in zoos and the other
half of the class is to discuss the advantages of protecting
primates in National Parks.
Example answers provided on slide 8.
Have the same groups discuss the disadvantages of
protecting primates in zoos and National Parks.
Example answers are on slide 9.
Children should fill in the
definitions on page 33 of
their field notebooks.
These answers can be
written on pages 34 and 35
of the field notebooks during
the discussion.
PowerPoint
(Slide 10)
Once the lesson is finished, if there is time left, the children
can turn to pages 36—39 of their field notebooks and play
the survival game. All instructions are in the field notebooks.
There are questions on page 37 in the notebooks for the
children to answer.
You will need paperclips or
counters to play this game.
Primate Diversity Game. Print and cut out these cards before the
first lesson on Primate Diversity. You will need one set for every
6-8 students.
GORILLA CHIMPANZEE
Ape
Gorillas are very large. Adult
males can weigh over 155kg.
Ape
Humans share 98.8% of their
DNA with chimpanzees.
BONOBO
Ape
Male bonobos maintain a bond
with there mothers all their
lives.
VERVET MONKEY
Cercopithecoidea
Young females often help with
looking after infants to practice
mothering skills.
GELADA
Cercopithecinae
The only graminivorous primate
(meaning they only eat grass).
MANDRILL
Cercopithecinae
Colourful skin on males face is
to increase reproductive
success.
MACAQUE
Cercopithecoidea
Barbary Macaques are the only
type of macaque found outside
Asia.
BABOON
Cercopithecoidea
Baboons living by the coast
may eat sea food such as
crabs.
OLIVE COLOBUS ALLEN’S SWAMP
MONKEY
KIPUNJI
Cercopithecoidea
The Kipunji are classified as
endangered. They are only found
within two sites in Tanzania.
Cercopithecoidea
Very good swimmers. They will
jump into water if startled.
Colobus
Colobus monkeys have reduced
thumbs. There hands form flexible
hooks to allow them to move easily
through the trees.
BUSHBABY
Bushbabies
There are 5 major groups of
bushbabies: lesser, greater,
squirrel, needle-clawed and
dwarf.
RED COLOBUS BLACK AND
WHITE COLOBUS
ACTION POTTO
Colobus
There are six types of red colobus
which can be recognised by their
reddish-brown or orange fur.
Colobus
All colobus’ stomachs can hold
up to one third of their body
weight.
Congratulations. You have
joined a group of tourists
gorilla trekking in the Congo
and see a group of gorillas.
Take the gorilla photograph
card
(If another player has this card
then you may steal it).
Lorises
There are three species of potto all
of which are found in Africa.
Hwange National park is the biggest
National Park in Zimbabwe.
Whilst watching the elephants you see
a vervet monkey. Take the vervet
monkey photograph card.
If another player has this card then you
may steal it.
Whilst walking in the Rif
Mountains, Morocco, you see
a Barbary Macaque.
Take the Macaque photograph
card.
(If another player has this card
then you may steal it).
ACTION
ACTION
ACTION
ANGWANTIBO
Lorises
Both Angwantibos and pottos
are nocturnal meaning they
are active at night and sleep
through the day.
You volunteer in a primate
sanctuary and have the
opportunity to care for lots of
orphan primates.
Take any photograph card.
(If there are no cards left then you may
steal one).
You have a day out at the local
zoo. The animals may not be
wild but it is an excellent place
to take some photos.
Take a photograph from the
middle.
ACTION ACTION
ACTION ACTION
A local guide gives you a tour
of the National Park.
Take a photo from the middle.
You set up a
camera trap in
the camp ground
you are staying
in.
The next day you
find monkeys
have been using
it to take selfies.
Take a photo
from the middle.
You go on a river safari.
Relax and watch the wildlife
pass you by.
Take a photograph from the
middle.
Someone has left a
photograph in a taxi.
Steal a photograph from
another player.
ACTION
ACTION ACTION
You help a friend in need.
Give one of your photographs
to the player with the least
number of photos.
You forgot to close the
windows you your room and a
monkey comes in looking for
food.
Put one of your photographs
back into the middle.
You drop a photograph into
the river.
Put one of your
photographs back into the
middle.
ACTION
A friend knows you are
collecting photographs and
gives you one of theirs.
Steal a photograph from
another player.
ACTION
ACTION ACTION
You leave your bag at the
airport.
Give one of your photographs
to another player.
You see a friend whilst
traveling.
Swap a photograph with
them and have another
go.
You left your photographs
out in the rain.
Put one of your
photographs back into the
middle.
ACTION
A helping hand:
Steal a photograph from the
player with the most
photographs.
ACTION ACTION
ACTION ACTION
You didn't back up your
photographs and loose your
camera.
Put a photograph back into
the middle.
You forgot your friends
birthday.
Give another player a
photograph to make up for it.
Whilst on a guided walk you
drop a photograph—you
can either leave it or go
back for it.
Either put a
photograph
back into the
middle OR
miss a go.
You go stargazing.
How many shooting stars did
you see?
EVENT EVENT
EVENT EVENT Whilst traveling in Morocco you
find some goats in a tree. Their not
the macaques you been looking for
but still… goats in a tree!
You lost your passport
Miss a go.
You are tired from the night
time safari.
Miss a go.
Wow - is that an elephant!
You may not have got to see a
primate but elephants are
cool.
EVENT EVENT
EVENT EVENT
Wow - is that a hippopotamus!
You may not have got to see a
primate but hippopotamus’
are cool.
Wow - is that an lion!
You may not have got to see a
primate but lions are cool.
Wow - is that an giraffe!
You may not have got to see a
primate but giraffes are cool.
Your taxi broke down.
Miss a go as you wait for
another taxi.
EVENT EVENT
EVENT EVENT
You make the last ferry of the
day.
Have another go.
Your flight has been delayed.
Miss a go.
You find a short cut to the
hotel
Have another go.
You get lost in the forest
Miss a go.
EVENT EVENT
EVENT EVENT
You go to Cape Town and see
some penguins.
Awww how cute!
You wake up early to watch
the sunrise.
Have another go.
Pretty sunrise.
Definitely Instagram worthy
You get lost in the forest
Miss a go.
You go to find yourself in
nature.
EVENT EVENT
EVENT EVENT
You spend the day on the
beach.
How relaxing.
#nature #animals #cute
# wanderlust
You go to find yourself in
nature.
#adventureseeker
EVENT EVENT
EVENT EVENT
Your travel blog is doing very
well.
Have another go to see if you
can get any more pictures.
You go to see Victoria Falls in
Zimbabwe - one of the natural
wonders of the world. # choosemountains
