Primates: The Fearless Science of Jane Goodall, Dian Fossey, and Biruté Galdikas (First Second, 2013)
Written by Jim Ottaviani, Illustrated by Maris Wicks
Grades 9-12

In science and in life, there are always new mountains to climb. With humor, expressive illustrations, and engaging dialogue and narration, the graphic novel Primates will engage adolescent readers in the scientific accomplishments and life stories of three greats in primatology: Jane Goodall, Dian Fossey, and Biruté Galdikas. Through dedication and hard work, the main characters illuminate professional accomplishments and persevere through personal struggles. The book addresses conservation as well as facts about primate behaviors and the process of scientific inquiry. Sprinkled with anecdotes of mischievous chimps, exotic insect bites, dung swirling, treks through swamps, and the occasional barfing illness, this graphic novel is sure to keep adolescent readers turning pages. The book is a perfect complement to the move to develop literacy in the content area and to include more non-fiction texts in the classroom. The multifaceted themes in the book pair easily with complex project-based learning (PBL) lessons.

Cross-Curricular Connections: Science, Social Studies

Project Based Learning (PBL) Ideas for Classroom Use:

Essential Question: What problem in my community can the scientific method address?

PBL Activity: Primates is divided into three sections, one for each of the three scientists highlighted in the book. Assign one of the scientists to each student, and direct students to read and take notes on their assigned section individually. Students should focus on the question, “How does a scientist work?” After students have completed this individual task, divide them into three large groups–one for each scientist. Using their notes, each group should discuss and collaborate to create a streamlined version of their supporting evidence within the text of how their assigned scientist conducted research. Once each group is finished, the spokesperson of each group will share with the class. After a class discussion of the key concepts of the scientific method, present news articles (newspapers, local news sites online, blogs, local environmental agencies, etc.) and allow students to choose one topic of interest. Working in groups of three or four, students will find a problem to evaluate, and will use the scientific method to study it. Students will then conduct their research and present their findings to the class.

Essential Question: What is the definition of intelligent life?
PBL Activity: Engage students in an opening discussion of “the definition of intelligent life.” While students brainstorm/popcorn out ideas and examples, take notes in clear view of the class. The class-generated notes will be displayed and modified throughout the next two PBL activities. After the discussion, direct students to silently read an assigned section (divided by featured scientist) of the book. Students should cite evidence of intelligence displayed by the primates within the text while reading. After students complete their reading section and notes, place students in jigsaw groups of three—each group member having worked with a different section of the book to discuss their unique reading experience related to each scientist’s story.

Next, each group of three students should conduct research on other animals not discussed in the book, focusing on characteristics including communication and tool use to develop a list of intelligent animals. Each group should develop a wiki to record their findings. Groups should include pictures as well as lists of the traits each animal uses that show intelligence. Students should be encouraged to post hypotheses and responses about the essential question throughout the project. Each group must include their comprehensive group list of essential traits on the wiki. In addition to lists of intelligent life, students must include information on unintelligent life, and why their choices are classified as such. Students should begin to explore how intelligence affects the value and/or richness of the experience of life.

Essential Question: Should primates be used for medical testing purposes?

PBL Activity: Building on their research on intelligent life, students in each group should collaborate to discuss and produce one group list to describe their definition of intelligent life and how primates fit within that definition. Using this list, the groups of three students will conduct research and create an argument in response to the essential question. To accommodate diverse learning styles, allow students to chose how they present their argument, e.g. creation of a pamphlet, a billboard, online presentation, podcast, etc. Each group should use their notes to create a chart comparing and contrasting the different types of primates within the book: chimpanzees, gorillas, and orangutans. Students should focus on what each group of primates does differently to display their intelligence. All arguments must clearly support or refute the use of primates in medical labs with evidence-based data and discuss the impact animal testing has on Earth’s biodiversity.

Extension Activities That Can Be Done With Primates:

After reading the novel or a selected excerpt, direct students to research the accomplishments and life of a respected scientist not discussed in the book. Create a storyboard that could be a-day-in-the-life of the selected scientist. Students could create and share their storyboards as posters or by using cartoon software.

Additional Resources:

Goodall, Jane. (2013). Jane Goodall: 50 Years at Gombe. New York, NY: Stewart, Tabori & Chang.

Montgomery, Sy. (2009). Walking with the Great Apes. White River Junction, VT: Chelsea Green Publishing.

Shumaker, R. W. & Beck, B. B. (2003). Primates in Question: The Smithsonian Answer Book. Washington, DC: Smithsonian Books.

Gibson, Karen Bush. (2014). Women in Space: 23 Stories of First Flights, Scientific Missions, and Gravity-Breaking Adventures. Chicago, IL: Chicago Review Press.

Keller, Michael. & Fuller, Nicolle Rager. (2009). Charles Darwin’s On the Origin of the Species: A Graphic Adaptation. Emmaus, PA: Rodale Books.

Miller, Ron. (2014). Curiosity’s Mission on Mars: Exploring the Red Planet. Minneapolis, MN: Twenty-First Century Books.

Ottaviani, Jim. Illus. by Lelan Myrick. (2013). Feynman. New York, NY: First Second.

Ottaviani, Jim. Illus. by Zander and Kevin Cannon. (2009). T-Minus: The Race to the Moon. New York, NY: Aladdin.

Shultz, Mark. Illus. by Zander and Kevin Cannon. (2009). The Stuff of Life: A Graphic Guide to Genetics and DNA. New York, NY: Hill and Wang.

The Jane Goodall Institute

PBS page about Biruté Galdikas

Judith A. Hayn, professor of Secondary Education, her colleague Karina Clemmons, associate professor of Secondary Education, and students in the Masters in Secondary English Education program at the University of Arkansas at Little Rock prepared these classroom suggestions.