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TALLAHASSEE AREA ZOO’S AND GARDENS

Into the Zoo
Wildlife Centers & Gardens

1. North Florida Wildlife Center

2. Goose Creek Wildlife Sanctuary

3. Tallahassee Museum

4. Birdsong Nature Center

5. Alfred B. Maclay Gardens State Park

6. Goodwood Museum & Gardens

  • Address: 1600 Miccosukee Road, Tallahassee, FL 32308
  • Phone: (850) 877-4202
  • Website: goodwoodmuseum.org

Botanical Gardens & Plant-Focused Parks

7. Alfred B. Maclay Gardens State Park

8. Goodwood Museum & Gardens

  • Address: 1600 Miccosukee Road, Tallahassee, FL 32308
  • Phone: (850) 877-4202
  • Website: goodwoodmuseum.org
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Fun Learning Questions for Wildlife & Garden Adventures (Tallahassee + North Florida)

Use these conversation starters and reflection questions during your visits to North Florida wildlife centers, museums, nature centers, and gardens like North Florida Wildlife Center, Goose Creek Wildlife Sanctuary, Tallahassee Museum, Birdsong Nature Center (Thomasville, GA), Alfred B. Maclay Gardens State Park, and Goodwood Museum & Gardens. Choose questions by your child’s age group—and pick just a few per stop so it stays fun.

Ages 4–7 (Early Learners)

  • What colors and patterns do you see on this animal, bird, or plant?
  • How many legs, wings, or petals can you count?
  • What sound do you think this animal or bird makes? Can you try it?
  • Where do you think it lives—on the ground, in trees, or near water?
  • What do you think it eats? What clues help you guess?
  • Can you move like it? (Hop, crawl, fly, glide, climb!)
  • What is something you noticed that was tiny (an insect, feather, seed, or leaf)?
  • Which animal or garden spot was your favorite today—and why?

Ages 8–11 (Elementary Learners)

  • What habitat is this animal adapted to—forest, wetlands, meadow, or river/lake area?
  • What adaptations help it survive (camouflage, claws, beak shape, thick fur, sharp eyesight)?
  • If this is a rescue or sanctuary, why might an animal end up here instead of in the wild?
  • What do caretakers do every day to keep animals healthy and safe?
  • How do you think seasonal changes in North Florida affect animals and plants (winter, spring blooms, summer heat)?
  • At a nature center, what signs show wildlife lives here (tracks, nests, scat, holes, feathers)?
  • In a garden, what do you notice about the design—paths, shade, water, plant groupings—and why might it be planned that way?
  • What was the most surprising animal, plant, or fact you learned today?

Ages 12–15 (Middle School Learners)

  • What ecosystem is this species part of, and what role does it play (predator, prey, scavenger, pollinator, seed disperser)?
  • How does its body structure (teeth, beak, talons, limbs, eyes) match its diet and behavior?
  • What are common human-caused threats in this region (cars, habitat loss, pesticides, litter, window strikes)?
  • How do sanctuaries, rehab centers, and museums differ in purpose and ethics?
  • What does “enrichment” mean for animals in human care, and what might it look like for this species?
  • How do gardens and native plant choices support local wildlife and pollinators?
  • What evidence do you see of food webs here (predator/prey relationships, insect activity, plant damage, bird behavior)?
  • If you designed a homeschool mini-project based on today, what question would you investigate?

Ages 16 and Up (High School & Family Discussion)

  • How should wildlife facilities balance public education, funding, and animal welfare?
  • What are the benefits and limitations of wildlife rehab and release (stress, disease risk, success tracking, human imprinting)?
  • How do land use and development in North Florida affect wildlife corridors and biodiversity?
  • How might prescribed fire, invasive species management, or habitat restoration shape these ecosystems?
  • In museums and living-history style sites, how can education influence conservation behavior long-term?
  • How could climate shifts (temperature swings, drought, heavier storms) affect local species and flowering cycles?
  • What policies or community actions could reduce human-caused wildlife injuries (speed zones, native landscaping, litter control)?
  • If you created an outreach lesson for one of these sites, what would you teach—and how would you measure impact?

Reflection for All Ages

  • What was your favorite animal, exhibit, trail, or garden area today?
  • What new fact surprised you the most?
  • What did you notice that you didn’t expect (sounds, smells, behavior, textures, tracks)?
  • If you could volunteer at one of these places, what job would you want (animal care, education, gardening, habitat cleanup, photography)?
  • What is one small action you can take this week to help local wildlife or pollinators (reduce pesticides, pick up litter, plant natives, slow down near wildlife crossings)?