• Living Links

    Living Links

    Welcome to our 'Living Links' learning programme!

    This bespoke learning programme of interactive, interdisciplinary and online sessions developed by the 'Living Links' collaboration between the University of St Andrews and RZSS aims to deepen learners' connections with nature, increase awareness of how our minds affect our health and wellbeing, and promote an understanding of the role of research in scientific development.

    Look out for the 'Information for teachers and educators' drop down in each section for our learning intentions, success criteria, and links to the curriculum for excellence.

    Mind-Warm Up

    Learning intention:

    We are learning to explore the role of a researcher.

    Success criteria:
    • I know what the Living Links project is;
    • I can define Living Links team roles including psychologist and philosopher;
    • I can access information from a webpage.
    Curriculum for Excellence
    Sciences:

    I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction (SCN 2-01a)

    Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society (SCN 2-20a)

    I can report and comment on current scientific news items to develop my knowledge and understanding of topical science (SCN 2-20b)

    Technologies:

    I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an apprpriate way (TCH 2-01a)

    Health and wellbeing across learning:

    Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will prepare me for the next stage in my life and learning (HWB 2-19a)

    Literacy:

    To show my understanding across different areads of learning, I can identify and consider the purpose and main ideas of a text and supporting detail (LIT 2-16a)

    • Welcome to the Living Links to human evolution research centre on ZOOdle

      This centre is a joint research initiative between the Royal Zoological Society of Scotland (RZSS) and the University of St Andrews. The centre also supports studies by scientists from the Scottish Primate Research Group (SPRG) and worldwide.

    • Have you got what it takes to be involved in ground-breaking research?

      Explore our interactive below to find out which skills you need to join the Living Links team!

      View interactive fullscreen

    • Mind warm up

      Test your knowledge to see if you're smarter than our Discovery Rangers!

      Discovery rangers holding up signs with their quiz scores

      Take the test!

      Work on the wildside

      Keepers feeding rhinos

      Find out more about working on the wild side at Edinburgh Zoo and Highland Wildlife Park!

      Discover more about working at Highland Wildlife Park

      Watch the video

      Find out which wild work with RZSS would suit you!

      Take the Quiz

    • Want to find out more?

      Find out more about some of the careers mentioned in this section.

      My World of Work

      Discover more about the work of Living Links at Edinburgh Zoo!

      Living Links

  • What's on your mind?

    A gibbon looking thoughtful

    • What's on your mind?

      Learning intention:

      We are learning to explore the function of the brain.

      Success criteria:
      • I can recognise the difference between mind and brain;
      • I can show how my brain works with my senses;
      • I can recognise features of intelligence.
      Curriculum for Excellence
      Sciences:

      I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction (SCN 2-01a)

      Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society (SCN 2-20a)

      I can report and comment on current scientific news items to develop my knowledge and understanding of topical science (SCN 2-20b)

      I have explored the structure and function of sensory organs to develop my understanding of body actions in response to outside conditions (SCN 2-12b)

      Scientific skills: skills and attributes of scientifically literate citizens

      Technologies:

      I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an apprpriate way (TCH 2-01a)

      Health and wellbeing across learning:

      I am aware of and able to express my feelings and am developing the ability to talk about them (HWB 2-01a)

      I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them (HWB 2-02a)

      I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave (HWB 2-04a)

      Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will prepare me for the next stage in my life and learning (HWB 2-19a)

      I am experiencing enjoyment and achievement on a daily basis by taking part in different kind of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community (HWB 2-25a)

      Literacy:

      I can select and use a range of strategies and resources before I read, and as I read, to make meaning clear and give reasons for my selection Literacy (LIT 2-13a)

      To show my understanding across different areads of learning, I can identify and consider the purpose and main ideas of a text and supporting detail (LIT 2-16a)

    • Kinds of Minds

      We might use 'brain' and 'mind' to mean the same thing but they are different. Animal brains may look similar to our own.

      Do animals think in the same ways that we do? By learning about animal minds, we can learn about our human minds too!

    • Brains or Minds?

      Our brains are real objects that exist inside our heads that can been seen and even touched. We can look at brains to get clues about how they work. Our minds are not physical objects. Minds are to do with our ability to think millions of thoughts, and to feel many different emotions. Our minds affect how we feel and behave. This is important for our health and wellbeing.

    • Who studies minds?

      A cartoon of a psychologist

      Psychology is about minds and how they work. There are different types of psychologist. These include:

      • researchers who study animal and human minds
      • educational psychologists who help people with learning, additional support needs, social and emotional needs and behaviours
      • clinical psychologists who help people to make positive changes in their thinking and behaviour
      • sports psychologists who work with everyone from amateurs to top professionals to help with issues like dealing with nerves before competitions, improving concentration and setting goals.
      A cartoon of a philosopher

      Philosophy is about asking the big questions in life. Philosophers are curious about minds too! The way that philosophers learn to think and ask questions about the world gives them skills useful in many careers.

      Psychologists and philosophers work together, like here at Living Links, to investigate if animals have minds like ours.

    • Meet a psychologist and a philosopher!

    • What is intelligence?

      So, were you smarter than a Discovery Ranger?

      Intelligence is more than just winning at quizzes. Let's find out more about brains and intelligence.

      Which things are intelligent?

      Play the game!

      Learn more about your brain

      Meet your brain

      What even is intelligence?

      Let's find out

    • Get outside!

      Why not take what you've learned here on your next trip to Edinburgh Zoo or Highland Wildlife Park?

      Or if you can't visit us yet, try connecting with nature by getting outside to your nearest green area and look for animals there!

      Which animals can you see showing intelligence?

      Use our checklist!

    • Look for the Living Links!

      Monkeys looking at a white box

      We've been learning about intelligence in animals including our closest relatives.

      What have we discovered about our own intelligence?

      Can you see the "living links"?

    • Want to find out more about animal minds?

      Find out which animal is the smartest with our Clever Creatures resources!

      Check out Clever Creatures!

  • Meet your family

    A capuchin looking at a baby capuchin

    • Meet your family

      Learning intention:

      We are learning to explore the physical characteristics of primates.

      Success criteria:
      • I can define a primate;
      • I can share examples of primate species;
      • I can examine how primate hands are used.
      Curriculum for Excellence
      Sciences:

      I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction (SCN 2-01a)

      Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society (SCN 2-20a)

      I can report and comment on current scientific news items to develop my knowledge and understanding of topical science (SCN 2-20b)

      Scientific skills: skills and attributes of scientifically literate citizens

      Technologies:

      I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an apprpriate way (TCH 2-01a)

      Health and wellbeing across learning:

      Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will prepare me for the next stage in my life and learning (HWB 2-19a)

      I am experiencing enjoyment and achievement on a daily basis by taking part in different kind of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community (HWB 2-25a)

      Literacy:

      To show my understanding across different areads of learning, I can identify and consider the purpose and main ideas of a text and supporting detail (LIT 2-16a)

    • Meet your family

      Why do we love learning about primates? Because We love to learn about ourselves! Humans are part of a primate family of over 350 species. By learning more about primates, we learn more about us.

    • Similarities and Differences

      All primates have evolved to adapt to their environment. Let's start to explore similarities and differences in our primate family.

      Can you tell your baboons from your bonobos?

      Meet your family

      Find your place on the Living Links family tree of primates!

      Explore the tree

      How does your hand compare to primate hands?

      Give us a hand!

    • Get outside!

      Why not take what you've learned here on your next trip to Edinburgh Zoo or Highland Wildlife Park?

      Or if you can't visit us yet, try connecting with nature by getting outside to your nearest green area and look for animals there!

      How do you see primates using their hands? Remember we're primates too!

      Let us know what you discover!

    • Look for the Living Links!

      Monkeys looking at their hands

      We've been learning about our closest living relatives.

      What have we discovered about ourselves?

      Can you see the "living links"?

    • Want to find out more about primates?

      Listen to some of our staff talk about why they love our primate friends!

      Check out Zoo in 2!

  • Puzzling and Problem Solving

    A chimp looking at something in its hand

    • Puzzling and Problem Solving

      Learning intention:

      We are learning to understand how our feelings and reactions change depending on what happens around us.

      Success criteria:
      • I can explore facial expressions;
      • I can recognise my behaviour and the behaviour of others;
      • I can design an experiment.
      Curriculum for Excellence
      Sciences:

      I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction (SCN 2-01a)

      Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society (SCN 2-20a)

      I can report and comment on current scientific news items to develop my knowledge and understanding of topical science (SCN 2-20b)

      Scientific skills: inquiry and investigative skills, skills and attributes of scientifically literate citizens

      Health and wellbeing:

      I am aware of and able to express my feelings and am developing the ability to talk about them (HWB 2-01a)

      I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them (HWB 2-02a)

      I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave (HWB 2-04a)

      Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will prepare me for the next stage in my life and learning (HWB 2-19a)

      I am experiencing enjoyment and achievement on a daily basis by taking part in different kind of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community (HWB 2-25a)

      Literacy:

      To show my understanding across different areads of learning, I can identify and consider the purpose and main ideas of a text and supporting detail (LIT 2-16a)

      Numeracy:

      I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way (MNU 2-20b)

    • Thinking without words?

      What are the limits of thinking when you can't put those thoughts into words? Can monkeys remember a number or sequence of things at once over a short period of time, just as we do with a list or a phone number? By using foraging games, our researchers can test their working memory!

    • A cartoon of a psychologist

      We can learn more about human abilities by watching other primates puzzling and problem solving.

    • Join in our experiment to see what babies and capuchins can notice about objects!

    • Let's do some research!

      Are you ready to be a researcher? See what you can discover about primate expressions and behaviours!

      How do we express our emotions?

      Examine expressions

      What do monkey behaviours mean?

      Monkey business

      Let's be researchers!

      Design an experiment

    • Get outside!

      Why not take what you've learned here on your next trip to Edinburgh Zoo or Highland Wildlife Park?

      Or if you can't visit us yet, try connecting with nature by getting outside to your nearest green area and look for animals there!

      How do you see animals solving problems? Do they look carefully? Pick things up? Ask for help? Remember we are animals too!

      Let us know what you discover!

    • Look for the Living Links!

      Monkeys working out a puzzle

      We've been observing our primate relatives to see how they might think.

      What have we discovered about we puzzle and problem solve?

      Can you see the "living links"?

    • Want to find out more about chimps?

      Explore our conservation project in Budongo!

      RZSS goes wild

  • Creature communication

    two squirrel monkeys playing on a rope

    • Creature Communication

      Learning intention:

      We are learning to explore how animals and people express thoughts and feelings.

      Success criteria:
      • I can discuss how animals use their senses to communicate;
      • I can use gestures to communicate with others;
      • I can evaluate the pros and cons of communication methods.
      Curriculum for Excellence
      Sciences:

      I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction (SCN 2-01a)

      Through research on how animals communicate, I can explain how sound vibrations are carried by waves through air, water and other media (SCN 2-11a)

      I have explored the structure and function of sensory organs to develop my understanding of body actions in response to outside conditions (SCN 2-12b)

      Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society (SCN 2-20a)

      I can report and comment on current scientific news items to develop my knowledge and understanding of topical science (SCN 2-20b)

      Scientific skills: skills and attributes of scientifically literate citizens

      Health and wellbeing:

      I am aware of and able to express my feelings and am developing the ability to talk about them (HWB 2-01a)

      I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave (HWB 2-04a)

      I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support (HWB 2-08a)

      Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will prepare me for the next stage in my life and learning (HWB 2-19a)

      I am experiencing enjoyment and achievement on a daily basis by taking part in different kind of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community (HWB 2-25a)

      I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication (HWB 2-45b)

      Literacy:

      To show my understanding across different areads of learning, I can identify and consider the purpose and main ideas of a text and supporting detail (LIT 2-16a)

    • Talk to the animals?

      Chatting in chimpanzee?

      Blethering in baboon?

      Gossiping in gorilla?

      Could we one day 'talk' to the animals? Researchers are taking what they learn from studying animal sounds, gestures and facial expressions to help us all become better communicators!

    • Not just noises!

      Communication is about sending and receiving information. All animals depend on communication to survive!

      Apart from using speech and sounds, how do humans communicate with each other? We could think of pulling faces, writing letters, typing emails, using sign language, Makaton and braille. What's on your list?

    • Do primates talk?

      Look at a primate face. How is it similar to your face? How is it different?

      We are in the same family. Both humans and primates have eyes, ears, a nose and a mouth. Primates, like many other animals, can make noises that come out of their mouths too. So can we "talk" to each other?

      How do animals communicate?

      Play the game!

      Communicate without words

      What will you say?

      Do chimps talk to each other?

      Find out here!

    • Get outside!

      Why not take what you've learned here on your next trip to Edinburgh Zoo or Highland Wildlife Park?

      Or if you can't visit us yet, try connecting with nature by getting outside to your nearest green area and look for animals there!

      How do you see animals using their senses to communicate? What can you sense while you're outside?

      Let us know what you discover!

    • Look for the Living Links!

      Monkeys communicating with each other using their hands

      We've been learning about communication in animals.

      What have we discovered about we can 'talk' without words?

      Can you see the "living links"?

    • Enjoyed these activities?

      Find out more from our friends at the Great Ape Dictionary!

      Great Ape Dictionary

  • Learning through play

    A lemur playing on a rope

    • Learning Through Play

      Learning intention:

      We are learning to recognise the role play and physical activity has on wellbeing.

      Success criteria:
      • I can define play;
      • I can explore how humans and other animals play;
      • I know that play is how we learn.
      Curriculum for Excellence
      Sciences:

      I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction (SCN 2-01a)

      I have explored the structure and function of sensory organs to develop my understanding of body actions in response to outside conditions (SCN 2-12b)

      Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society (SCN 2-20a)

      I can report and comment on current scientific news items to develop my knowledge and understanding of topical science (SCN 2-20b)

      Scientific skills: skills and attributes of scientifically literate citizens

      Health and wellbeing:

      I am aware of and able to express my feelings and am developing the ability to talk about them (HWB 2-01a)

      I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them (HWB 2-02a)

      I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave (HWB 2-04a)

      I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others (HWB 2-05a)

      I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support (HWB 2-08a)

      Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will prepare me for the next stage in my life and learning (HWB 2-19a)

      I am experiencing enjoyment and achievement on a daily basis by taking part in different kind of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community (HWB 2-25a)

      Literacy:

      To show my understanding across different areads of learning, I can identify and consider the purpose and main ideas of a text and supporting detail (LIT 2-16a)

    • Playing or Learning?

      Primates are curious by nature - especially the young! Not only do they play often with peers, but they interact with objects and the world around them more often then is seen in other animals. Is it possible that like us, monkeys learn through 'monkeying around'?

    • Young animals (including young humans) can learn from other young animals, parents, other caring adults and their wider community. Animals that have no chance to play grow up to behave differently.

      We love it when our animals have babies! Watch tiger and polar bear cubs taking their first steps outside, and a baby squirrel monkey exploring Living Links. What are they learning about their world?

    • The importance of play

      Learning is an experience shared across much of the animal kingdom. Many animals, including humans, learn through trial and error. This kind of learning relies on earning a reward.

      Humans and our oter fellow primates are also unusually likely to play with objects, seemingly just for fun. In this method, fun is the reward that reinforces and encourages future learning.

      How do you play?

      Find out!

      Different ways to play

      Why do we play?

      Try our wordsearch!

      Have a play!

    • Get outside!

      Why not take what you've learned here on your next trip to Edinburgh Zoo or Highland Wildlife Park?

      Or if you can't visit us yet, try connecting with nature by getting outside to your nearest green area and look for animals there!

      We know animals learn by playing.

      How many different types of play can you see?

      Use the checklist!

    • Look for the Living Links!

      Monkeys playing with each other

      We've been learning about why it is important for animals to play.

      What have we discovered about our human need to play?

      Can you see the "living links"?

    • Enjoyed these activities?

      Keep playing and enjoying the fun with our giraffe jokes!

      You're having a giraffe!

  • Animal minds, our minds

    Two capuchins studying some berries held by one of them

    • Animal Minds, Our Minds

      Learning intention:

      We are learning to recognise the importance of mental wellbeing.

      Success criteria:
      • I can explore how we help animal wellbeing and welfare;
      • I can share ways that we can seek help, or help each other;
      • I can comment on future research and how it can support wellbeing.
      Curriculum for Excellence
      Sciences:

      I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction (SCN 2-01a)

      I have explored the structure and function of sensory organs to develop my understanding of body actions in response to outside conditions (SCN 2-12b)

      Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society (SCN 2-20a)

      I can report and comment on current scientific news items to develop my knowledge and understanding of topical science (SCN 2-20b)

      Scientific skills: skills and attributes of scientifically literate citizens

      Health and wellbeing:

      I am aware of and able to express my feelings and am developing the ability to talk about them (HWB 2-01a)

      I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them (HWB 2-02a)

      I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances (HWB 2-03a)

      I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave (HWB 2-04a)

      I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others (HWB 2-05a)

      I am learning skills and strategies which will suport me in challenging times, particularly in relation to change and loss (HWB 2-07a)

      I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support (HWB 2-08a)

      Opportunities to carry out different activities and roles in a variety of settings have enabled me to identify my achievements, skills and areas for development. This will prepare me for the next stage in my life and learning (HWB 2-19a)

      I am experiencing enjoyment and achievement on a daily basis by taking part in different kind of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community (HWB 2-25a)

      Literacy:

      To show my understanding across different areads of learning, I can identify and consider the purpose and main ideas of a text and supporting detail (LIT 2-16a)

    • Are the monkeys happy?

      As the stewards of these troops, we care very much about their welfare. Through observation, we can measure how content they are, continually developing the best methods of care and sharing these insights with other zoos.

    • Why is it so important to us at RZSS to learn about animal behaviour?

      It is important for our keepers to understand why our animals behave as they do every day. If we know why our animals do what they do, we can spot if they start behaving differently. This might be because they have a need such as being sick or unwell or needing a change to the food in their diet. Sharing our knowledge helps us to improve animal wellbeing worldwide.


    • Are two species of monkeys happy living together? This video explains how we find out, and how we keep them happy and healthy!

      Discover some of the jobs a caring Keeper does to look after the health and wellbeing of Edinburgh Zoo's red pandas.

    • We are animals too!

      We can take what we learn about animal wellbeing and we can use it to care better for ourselves and others. Together we can all have happier, healthier lives.

    • Animal Enrichment

      Animal enrichment describes everything given to animals that encourages their natural behaviours and improves their wellbeing.

      Keepers at Highland Wildlife Park encourage snow leopard natural behaviours such as finding food and scent marking.

      Our inquisitive Arctic foxes, wolverines, snow leopards and lynx at Highland Wildlife Park enjoy searching for hidden food.

      Keepers at Edinburgh Zoo are encouraging our Asiatic lions to use all their natural senses to find hidden food.

      Your turn!

      Create exciting enrichment for yourself and your friends!

      Helping ourselves and others

      Find out more!

      What will future minds be like?

      Let's explore!

    • Get outside!

      Why not take what you've learned here on your next trip to Edinburgh Zoo or Highland Wildlife Park?

      Or if you can't visit us yet, try connecting with nature by getting outside to your nearest green area and look for animals there!

      Think about how observing animals and being in nature make you feel?

      Let us know what you discover!

    • Look for the Living Links!

      Monkeys playing with each other

      We've been learning about animal wellbeing.

      What have we discovered about helping ourselves and others?

      Can you see the "living links"?

    • Enjoyed these activities?

      The University of St Andrews have created a series of lessons to help you find out more about animal minds.

      What Kind of Mind