Our Assembly Programs bring existing study units to life. Our Teacher Resource Materials improve TEKS skills.

Event Assembly Capacity

Ultimate Safaris

Assembly Programs for Large Groups.
We suggest no more than 400 students per program.
We offer discounts for programs presented back-to-back, same day, same location.

Junior Safaris

Grade Level assemblies.
We suggest no more than 200 students per program.
We offer discounts for programs presented back-to-back, same day, same location.

Mini Safaris

Classroom Programs
We suggest no more than 45 students per program.
We offer discounts for programs presented back-to-back, same day, same location.

Outside of DFW/North Texas?

Global Safari and Texas Safari

We travel throughout the state of Texas.
Price includes each two back-two-back shows and specific resource materials.
Additional travel fees apply except for special scheduled visits.

Our Animal Ambassadors are sure to draw a crowd!

PTA/PTO Meetings

Double check the date you are looking at to schedule a program. Is it right before a holiday weekend or break when people might be leaving town early? Are there other events going on that may affect attendance?

Publicize! Animals are people magnets. You’ll be amazed at the turn-out if parents are well informed of the upcoming program. Some of the ways you can let parents know that the program is family entertainment they won’t want to miss is to; send flyers home with students, post announcement on marquee outside school, and decorate the halls with posters. We have had several people enlarge the animal fact sheets (included in our resource packets) and post them around the school to remind students and parents. We will also include a press release for you to notify local media of the program.

Boost attendance and enthusiasm for fundraising! Many PTAs use our programs to boost attendance and increase interest. To entertain and showcase the kinds of unique, quality programs that can be brought to the school as a result of successful fundraising campaigns. Some PTAs use our program as a fund-raiser by promoting the program as a “Family Night” event and charging a nominal fee of one or two dollars at the door and selling refreshments. Still others have found a business in their community to sponsor a program for the school. There are all sorts of possibilities!

Set-up: Our staff will arrive approximately 30 minutes prior to the start of the program. Ideal scenario is to present the program from a stage (this provides a natural cushion between audience and animal participants).

Please:

____ Arrange to have stage doors unlocked so that we have access to a backstage area where the animal crates may be set-up. An empty room close to the presentation area will also work as long as there will be no traffic permitted in between the two while we set-up and perform.

____ Arrange to have the PA system set-up and ready to go.

____ Arrange to have a standard classroom size table available in presentation area.

____ Plan to have an aisle down the middle of the audience so we can be sure everyone gets a good look at the animals. You may wish to mark the aisles with tape or cones.

____ Plan to have children sit with their parents as opposed to on the floor, in front. This policy is intended for every ones comfort, safety and enjoyment. When children sit on the floor in front, they tend to move around much more and block the aisles making it tricky for Safari Guides and animals to get around.

____ At the conclusion of the program, one our Safari Guides will bring an animal back out, for those audience members who would like to experience a little hands-on opportunity.

Thank you for you cooperation. We promise our positively wild programs will have people talking!

TEKS Standards Met

We are proud that our programs bring children closer to the natural world, but we also want to support the educators in their needs. Below is a specific list of the TEKS that we meet. Updated October, 2019.

Thank you to two former Safari Guides Dena Faulkner and Chelsea Carwile.
They are both currently teaching in Texas. We truly appreciate their contribution
evaluating our presentations and teacher resource materials.

Kindergarten

(b)(4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

      (B) use the senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.

(b)(9) Organisms and environments. The student knows that plants and animals have basic needs and depend on the living and nonliving things around them for survival. The student is expected to:

      (B) examine evidence that living organisms have basic needs such as food, water, and shelter for animals and air, water, nutrients, sunlight, and space for plants.

(b)(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

      (B) identify basic parts of plants and animals;

1st Grade

(b)(9) Organisms and environments. The student knows that the living environment is composed of relationships between organisms and the life cycles that occur. The student is expected to:

      (A) sort and classify living and nonliving things based upon whether they have basic needs and produce offspring;

      (C) gather evidence of interdependence among living organisms such as energy transfer through food chains or animals using plants for shelter.

(b)(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

      (A) investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;

2nd Grade

(b)(9) Organisms and environments. The student knows that living organisms have basic needs that must be met for them to survive within their environment. The student is expected to:

      (A) identify the basic needs of plants and animals;

      (B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things; and

      (C) compare the ways living organisms depend on each other and on their environments such as through food chains.

(b)(10) Organisms and environments. The student knows that organisms resemble their parents and have structures and processes that help them survive within their environments. The student is expected to:

      (A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs;

3rd Grade

(b)(9) Organisms and environments. The student knows and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to:

      (A) observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem;

(b)(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

      (A) explore how structures and functions of plants and animals allow them to survive in a particular environment; and

4th Grade

(b)(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environment. The student is expected to:

      (A) explore how structures and functions enable organisms to survive in their environment;

      (B) explore and describe examples of traits that are inherited from parents to offspring such as eye color and shapes of leaves and behaviors that are learned such as reading a book and a wolf pack teaching their pups to hunt effectively; and

5th Grade

(b)(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

      (C) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

(b)(9) Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:

      (A) observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components;

      (C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and

(b)(10) Organisms and environments. The student knows that organisms have structures and behaviors that help them survive within their environments. The student is expected to:

      (A) compare the structures and functions of different species that help them live and survive in a specific environment such as hooves on prairie animals or webbed feet in aquatic animals; and

      (B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle.

6th Grade

(b)(12) Organisms and environments. The student knows all organisms are classified into domains and kingdoms. Organisms within these taxonomic groups share similar characteristics that allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

      (E) describe biotic and abiotic parts of an ecosystem in which organisms interact; and

      (F) diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.

7th Grade

(b)(10) Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to:

      (A) observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;

      (B) describe how biodiversity contributes to the sustainability of an ecosystem; and

8th Grade

(b)(11) Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to:

      (A) investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;

      (B) explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; and

Please note that (tx) means that the TEKS Applies to Texas Themed Programs Only.

2nd Grade

(b)(8) Geography. The student understands how humans use and modify the physical environment. The student is expected to:

      (A) identify ways in which people have modified the physical environment such as building roads, clearing land for urban development and agricultural use, and drilling for oil;

      (B) identify positive and negative consequences of human modification of the physical environment such as the use of irrigation to improve crop yields; and

3rd Grade

(b)(4) Geography. The student understands how humans adapt to variations in the physical environment. The student is expected to:

      (D) describe the effects of human processes such as building new homes, conservation, and pollution in shaping the landscape; and

4th Grade

(b)(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:

      (C) compare the positive and negative consequences of human modification of the environment in Texas, past and present, both governmental and private, such as economic development and the impact on habitats and wildlife as well as air and water quality.

5th Grade

(b)(4) History. The student understands political, economic, and social changes that occurred in the United States during the 19th century. The student is expected to:

      (D) identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny;

(b)(9) Geography. The student understands how people adapt to and modify their environment. The student is expected to:

      (B) analyze the positive and negative consequences of human modification of the environment in the United States, past and present.

7th Grade

(b)(9) Geography. The student understands the effects of the interaction between humans and the environment in Texas. The student is expected to:

      (A) identify ways in which Texans have adapted to and modified the environment and explain the positive and negative consequences of the modifications; and

8th Grade

(b)(11) Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to:

      (B) describe the positive and negative consequences of human modification of the physical environment of the United States.