Small Mammals L52
Transcription
Small Mammals L52
Small Mammals L52 Small Mammals L52 September 2007 September 2007 CONTENTS Page 1. Introduction 1 2. Sources of supply 4 3. Housing 5 4. Diet 13 5. Handling and sexing 15 6. Breeding 20 7. Disease and animal health 22 8. Health & safety and legal requirements 24 9. Humane killing 27 10. Why keep and study small mammals? 29 Appendix 1 Suppliers of cages, racking etc, consumable and miscellaneous items 35 Appendix 2 Sources of information 39 Strictly confidential - circulation to Members and Associates only This guide was originally published as a title in the Guidelines series by the ILEA Centre for Life Studies, hence the ‘g’ on the front cover. Following the closure of the Centre, CLEAPSS has acquired the copyright of all the CLS publications. This edition replaces the version issued in April 1994. CLEAPSS® 2007 The Gardiner Building Brunel Science Park Kingston Lane Uxbridge UB8 3PQ Tel: 01895 251496 Fax: 01895 814372 E-mail: [email protected] Web site: www.cleapss.org.uk L52 NOTES FOR KEEPING AND STUDYING SMALL MAMMALS 1. INTRODUCTION This guide provides information on most aspects of keeping small mammals in schools. CLEAPSS guide L56, Housing and Keeping Animals, also contains relevant information on small mammals (as well as on a wide variety of other animals); primary schools may request this, free of charge, in paper or electronic form. (Note that some of the material on small mammals in L56 has been incorporated into this new guide.) For secondary schools, the guide is on the CLEAPSS Science Publications CD-ROM. Schools and science departments should think very carefully about the educational use of animals and plants and develop a policy for approval and adoption by school governors. The policy should include a rationale for the keeping of animals, especially small mammals, and the way they are to be used for educational purposes. Schools should be aware that some pupils, parents and other stakeholders may be against the practice. CLEAPSS has issued two guidance leaflets which may be useful; they are PS 3 Keeping and Using Animals and Plants: Towards a School Policy and PS 3A The Use of Animals and Plants. There is no single ‘ideal’ small mammal to keep in schools - the choice of what to keep depends very much on the conditions of the room in which the mammals will be kept, the time that can be spent looking after them, whether suitable arrangements can be made at holiday times and, not least, the reasons for wanting to keep small mammals in the first place. EDUCATIONAL USE OF SMALL MAMMALS Teachers ‘use’ small mammals in a variety of ways. They are often, of course, kept as a focus for a wide variety of observational and investigatory work in science, but they are also an effective centre of interest and activity for work in many other disciplines including art, mathematics and so on. The National Curriculum for Science makes requirements in the Programme of Study (Sc 2) for the study of living organisms. It stresses that, in years 1-6, pupils “look at humans and other animals” as they study life processes. In the PSHE component, pupils should be “developing confidence and responsibility” and in Citizenship, unit 3, be dealing with the ideas of rights and responsibilities through the issues of animal welfare. Work with, and caring for, small mammals will help to fulfil these goals. Studies of animal life extend into work in secondary schools. Even though animals other than humans are not specified in the Programme of Study, the pupils do have to be aware of ‘variation and classification’. If pupils are to assign animals to their major groups, then observations and investigations with small mammals will be useful. Of no lesser importance is the use of small mammals for the general beneficial effect they have on most pupils. Handling, or helping to look after, small mammals can have a therapeutic and emotionally-satisfying effect. Much work has demonstrated that such involvement is especially valuable for those who have difficulty in establishing relations with other pupils and adults or who have special needs. Some pupils will inevitably have at home, or obtain in the future, cats, dogs or other mammals, so it is vital that they are helped at school to become responsible, caring and sensitive pet owners. The experience gained in looking after classroom animals will provide valuable insights for pupils in the problems and responsibilities of keeping pets. (For further information on the educational use of small mammals, see section 10.) 1 DECIDING TO KEEP SMALL MAMMALS: PROBLEMS TO BE FACED Before small mammals are kept in school, important questions must be asked and decisions taken. 1. For what reasons does the school wish to keep small mammals? Eg, for studies of reproduction, genetics or behaviour, for handling by pupils or just to act as a focus of general interest? Would it be more appropriate to keep less-demanding animals1? 2. Will the person(s) responsible for the care of the mammals always have sufficient time available to look after them adequately? How would an increase in the size of the mammal stocks affect the school’s ability to care for them properly? 3. Will the school be able to afford the initial costs of setting up a small mammal collection and then maintain these stocks adequately? 4. Will there be suitable conditions in which to keep mammals safely and humanely? What type of caging will be available or appropriate? 5. How many animals will be kept? If pairs of a species are intended, is the school prepared for the inevitable increase in population that will occur? (Single-sex pairs may be more appropriate.) 6. Can adequate arrangements be made for the care of the mammals at holiday times? (See section 8 Health & safety and legal requirements for more advice.) RECOMMENDED SPECIES Once it is established that keeping small mammals will not create problems that cannot be dealt with, what species are recommended? There are several small mammals to choose from for general use in schools. These include the mouse (Mus musculus), the rat (Rattus norvegicus), the Syrian or Golden hamster (Mesocricetus auratus), the Russian hamster (Phodopus sungorus), the Mongolian gerbil or jird (Meriones unguiculatus), the guinea pig or cavy (Cavia porcellus) and the rabbit (Oryctolagus cuniculus). This list could be extended to include a number of other species, perhaps best kept by knowledgeable enthusiasts, eg, the Libyan (pallid) jirds and the chinchilla (Chinchilla laniger). Each type of small mammal has advantages and disadvantages depending on the reasons for keeping it. An attempt is made to summarise these ‘pros’ and ‘cons’ in the table overleaf. For animals to be kept in nursery, infant and junior schools, perhaps the guinea pig and gerbil are the most suitable. CHOOSING APPROPRIATE NUMBERS, COLOUR AND SIZE VARIETIES 1 It will generally be better to keep at least a pair of animals - single or opposite sexes (though rabbits are usually kept separately). Rabbits can grow to be very large; it may be more appropriate to obtain a smaller variety, eg, the Dutch or Netherland and Polish dwarfs. For many small mammals, there may be a wide variety of coat colours and types to choose from. This is particularly the case with rats, mice, Syrian hamsters, guinea pigs and rabbits. There are now several colour varieties of gerbils and rats can be obtained in a ‘hooded’ variety with a coloured head and dark eyes or in a variety of ‘fancy’ coat colours. Some find these rats more attractive than the familiar albino strain with white coat and pink eyes. CLEAPSS has also produced information and a number of guides about keeping animals other than small mammals. Primary schools might investigate these before making a decision about keeping guinea pigs, gerbils etc. These guides include L56 Housing and Keeping Animals, L71 Incubating and Hatching Eggs, L124 Aquaria in Primary Schools; Electrical Safety, L181 Cold Water Aquaria, L197 Giant African Land Snails; L201 Giant Millipedes, L206 Tadpoles, L213 Science with Minibeasts: Snails and L227 Stick Insects. Those guides appropriate for secondary schools are on the Science Publications CD-ROM which also includes information on animals in section 14 of the Laboratory Handbook. 2 Species Advantages Disadvantages Mouse Cheap to buy and maintain; small and so requires a smaller cage; groups of mice easy to make up and split; breeds well and reliably; many varieties; easy to handle when tame; readily available. Small and agile and so less suitable for handling by young children; smelly and requires very regular cleaning; breeds too well; can nip when not tame or regularly handled; has a ‘reputation’ as an animal to be feared! Rat Docile and easy to keep; easy to handle when tame; several varieties; groups easy to make up and split; breeds well; an ideal size - good for handling and does not require too much room; readily available. Larger cages needed than for some other small mammals; breeds prolifically; eats well and so more costly to keep than other, smaller mammals; as with the mouse, has a ‘reputation’; fairly smelly and needs regular cleaning. Syrian hamster Clean; solitary; good range of coat colours; can be very tame; good for behaviour studies; attractive to children. If not tame, can nip fingers; often solitary; not as easy to breed as some other small mammals; nocturnal, so often inactive during the school day. Russian hamster Smallish; clean; attractive to children; interesting behaviour; does not require very regular cleaning out. Can be difficult to tame; may nip fingers if disturbed; irregular breeding (best results if animals are kept cooler than average room); sometimes ‘quarrelsome’; difficult to establish new groups of animals. Mongolian Very attractive animal; excellent for behaviour gerbil work; good size; very tame; easy to handle and rarely bites; fair range of coat colours; very little smell; can be left longer than any other small mammal before cleaning out. Breeding can be irregular; parents may eat young; difficult to establish new groups of animals; occasional examples of convulsions and ‘tail stripping’ (if mishandled and held strongly by the tail). Can move quite quickly so less good for handling than rats, guinea pigs and rabbits. Guinea pig Attractive animal; responsive to children; Long gestation period; messy; requires very excellent size and easy to handle - especially regular cleaning; must have regular supplies by younger children; breeds easily; young born of vitamin C; requires a large cage or hutch. with fur and eyes open - can be handled soon after birth. Rabbit Attractive and responsive; good size for handling by small children. Can be very large; requires very large cage/ hutch; large animals consume a lot of food; needs very regular cleaning. 3 2. SOURCES OF SUPPLY NEED FOR HEALTHY STOCK It is obviously important, for the animals themselves, that small mammals kept in schools are healthy and in good condition. It is also important that any small mammals brought into schools have been obtained from reliable sources so that the possibility of the animals passing diseases on to humans or other mammals is remote. CHECK QUALITY OF SOURCE A local pet shop is often the easiest place to find small mammals. To ascertain the condition of the animals and gauge the quality of the supplier, it is necessary to inspect the animals’ accommodation and ask from where the shop obtains its stock, what health checks are carried out, the veterinary advice sought, the guidance available to purchasers and how the animals are maintained throughout the week. Any small mammals should be obtained from long-standing and reputable sources which have good-quality animals and clearly keep them in good conditions. The Pet Health Council (see Appendix 2) produces an address list of suppliers of particular mammals and specialist animal societies (such as the National Mouse Club, The National Mongolian Gerbil Society and the National Cavy Club) and these may be able to advise on local suppliers. There may be a local branch of the company Pets at Home (for contact details, see Appendix 2) and this will supply small mammals as well as offering an adoption scheme. It also offers access to veterinary and other advice in its stores. The distribution of stores around the UK can be found on the company’s web site. Local branches of breeding societies may be found in Yellow Pages or local directories. If small mammals are obtained from a source other than a breeder or highly-reputable supplier (eg, from another school), it is important to ascertain the source of the original stock and that the animals have subsequently been maintained in good conditions, so ensuring their health and disease-free status. Another CLEAPSS leaflet is available to primary schools: PS55, Bringing Pets and Other Animals into Schools. This gives advice about bringing children’s and staff’s own pets into school for short periods as well as considering the issues involved when animals are brought in from local habitats, other schools, farms and by commercial organisations, animal charities and conservation trusts. For secondary schools, the information in this leaflet is included in section 14.1.2 of the CLEAPSS Laboratory Handbook on the Science Publications CD-ROM. 4 3. HOUSING CHOOSING SUITABLE HOUSING It is important to provide sufficient space for the animals. The Universities’ Federation for Animal Welfare suggests the following minimum requirements. Species Minimum floor area, cm2 Minimum height, cm 500 12.5 Mouse (pair or trio) Rat, gerbil, hamster (pair) 1000 25.0 Guinea pig (pair) 2500 30.0 Rabbit (single up to 4 kg) 5500 45.0 Check that metal, glass or acrylic parts in the cage have well-rounded edges. Any wood used in its construction should be coated with polyurethane varnish so that it can be easily cleaned. All doors should close securely and any removable parts should fit well to prevent escapes. If possible, choose a design that allows the animals to be taken out without the need to remove the entire cage top (in many cases the door is only suitable for adding fresh food). Plastic cages should not have any edges that animals can gnaw. Particular attention should be paid to the food and water containers provided with the cage; they must be stable and easy to maintain and of a design such that the occupants do not easily soil them as they burrow through the substrate lining the cage. Make sure that the base of the cage is deep enough to shelter the occupants from draughts - a depth greater than the height of the animal to be housed is necessary. This will also ensure that the animals have the opportunity to conceal themselves in their bedding. The environment can be enriched using ladders, platforms and tubing. COMMERCIALLYPRODUCED CAGES There are various cages that can be used for housing small mammals. Cages available commercially come in three basic types. (a) (b) (c) 1 ‘Laboratory’ cages*1 These have been designed primarily for use in biomedical research establishments and are very suitable where ease of access, feeding and cleaning are important factors. They are not, however, the best cages for displaying animals visually and are no longer very available from school suppliers. ‘Hutches’* These are larger, often wooden, constructions for guinea pigs and rabbits and regularly sited outside. An innovative design, constructed of waterproof plastic and marketed as the guinea pig or rabbit Eglu*, is also available. ‘Pet-market’ cages* These are of various designs, made for the pet trade; they are generally less suitable for schools where the need is for a more-durable and serviceable design. For all items in the text marked *, details are given in Appendix 1. 5 LABORATORY CAGES These are either made entirely of metal (and are not aesthetically pleasing) or have a rigid plastic base, at least 130 mm deep, with smooth, rounded corners. It is this latter type which will be most useful, for secondary schools and colleges in particular. The walls are deep enough to shield the occupants from draughts. The plastics from which these cages are constructed, polypropylene or polycarbonate, are impervious to liquids, while the rounded corners make cleaning easy, thereby contributing to the maintenance of hygienic living conditions. The base is normally opaque or translucent polypropylene, making the animals more difficult to observe but providing them with some degree of privacy. Transparent polycarbonate allows the animals to be seen more easily but it is, however, easily scratched. Lids for these cages consist of a stainless-steel wire top that clips securely to the base. The lid can be flat or domed to provide greater height. A flat lid with food hopper A raised lid with food hopper and dedicated provision for a water bottle Provision is normally made for food to be held in the lid, together with a water bottle. Check if water bottles* and nozzles* are supplied with these lids; if not, they must be ordered separately. (Such lids may be available separately from North Kent Plastic Cages*.) * For all items and suppliers marked *, details are given in Appendix 1. 6 SOURCES OF LABORATORY CAGES Suitable cages for mice, gerbils, hamsters, rats and guinea pigs are available directly from the manufacturer North Kent Plastic Cages* and for mice, rats and gerbils from Timstar Laboratory Suppliers*. These cages are designed to provide good living conditions for small mammals but are not the best for displaying and observing them. ANIMAL ‘HUTCHES’ Hutches* are designed for larger mammals such as guinea pigs or rabbits and for outdoor use. They are usually made of wood and often produced by small, specialist manufacturers. Hutches can be bought from pet shops, garden centres and from pet supermarkets on line. On-line suppliers are not, however, really recommended; local sources will enable you to examine a hutch to establish if it is well-made and robust. Look for a hutch of adequate size (see the table at the beginning of this section) with a secure nesting area. If kept outdoors, the addition of a secure exercise pen area should be considered. Hutches are usually designed to provide a secure nesting box and an open ‘living’ area. Make sure that the nesting area has a secure door to enable the bedding material to be cleaned out and replaced. All timber surfaces should be smooth, well-finished and sealed with a good-quality polyurethane-type varnish. In particular, the flooring (which is usually made of composition board) must be waterproof and secured with glue and nails to the walls to ensure a good seal. Cheap hutches are rarely good value in the longer term. If the hutch is to be situated out of doors it is important to find a situation that is sheltered from strong winds and both frost-free and shaded from direct sunlight, since extremes of temperature can be harmful to the occupants. THE EGLU FOR RABBITS OR GUINEA PIGS The Eglu* is made of waterproof, high-density polyethylene in a choice of six vibrant colours and will accommodate rabbits or guinea pigs. The rabbit Eglu is, essentially, the same as the model designed first for chickens. It consists of two elements: the plastic ‘house’ itself (70 x 70 x 60 cm) and a secure outside run (2 m length x 1.5 m wide x 60 cm high). The run is made of 3 mm steel weld mesh. A 200 mm skirt sits flat on the ground and prevents animals from digging under the run. The guinea pig Eglu has the same ‘house’ but just a 1 m length of run. The Eglu is very substantial housing; it weighs just under 25 kg (the run is around 16 kg). It can be purchased, if necessary, without the steel-mesh run for indoor use but it will take up a lot of space on the floor. The Eglu is delivered almost fully assembled. In one box there is the Eglu itself which consists of a base unit and separate lid. The run is in another box and it takes a relatively short time to clip the mesh pieces together and attach them to the Eglu. Food and water containers can be attached to the housing lid so that the contents are clean, off the ground and at a comfortable height. They can be accessed for refilling through a door in the side of the lid. The food container is a hopper for hay; it will not hold pelleted food. Pellets would have to be added to the bowl provided and placed in the base unit (where there is some risk of food being soiled) or in a separate bowl fixed to the mesh of the run. * For all items and suppliers marked *, details are given in Appendix 1. 7 THE EGLU (continued) The run comes with a movable shade which provides some shelter from wind, sunshine and rain when the Eglu is outside. The Eglu can be cleaned by removing the dropping tray and the entire lid removed for more-extensive cleaning. The Eglu’s plastic surfaces can be washed with a hose; there are no difficult corners or absorbent materials. The Eglu is designed for outdoor use and needs a space of 6 m x 8 m, so that it can be moved and re-sited on a grass lawn. The Eglu is very expensive [£260 (without run); £320 (+ guinea pig run); £360 (+ rabbit run)] compared with around £45 for a traditional wooden hutch. However, it could be a wise investment and may be something a bit different that a Parents’ Association might wish to consider purchasing. PET-MARKET CAGES These often consist of a shallow plastic tray onto which a metal wire cover fits. The sides of this tray may help to reduce the risk of debris being thrown out by the occupants, while the cover provides support for exercise wheels, food hoppers and water containers. Covers of different heights allow for different volumes and arrangements of accessories to be provided. Many of these cages are not, however, wholly satisfactory for some small mammals. They may not adequately shield the occupants from draughts and prying fingers. Without substantial quantifies of bedding, there are few places of seclusion into which the animals can withdraw. Cages of this type should be carefully examined to make sure they provide suitable accommodation for use in schools, where a warm, quiet environment cannot be guaranteed. THE ROTASTAK SYSTEM Rotastak* caging was originally designed to house hamsters and consists of a large range of moulded, transparent-plastic, housing modules that can be linked by tubes. Modules can be added to create a structure, the extent of which is limited only by cost and floor space. The publicity for, and philosophy behind, this system creates a rather ‘humanised’ and sentimental view of animals that may conflict with the teaching and learning intentions of schools. Opinions of the system vary. Many owners find its appearance attractive and its structure does encourage the occupants to become active and explore. However, it has a number of significant disadvantages. Earlier versions allowed the occupants to escape. The cylindrical elements of the design provide few places for the occupants to seek refuge and it is not easy to keep clean and hygienic. HOME-MADE ‘CAGES’ USING AQUARIA An alternative to purchasing a cage or hutch may be to construct an enclosure for small mammals such as gerbils and hamsters using an aquarium. Although such vivaria are less easy to clean than laboratory cages, they offer the distinct advantage of displaying the animals in an environment where they can behave as naturally as possible. Old aquaria that are no longer water-tight or with cracks in the glass may become available as ‘junk’ to be thrown away but will often be suitable for such vivaria. METAL-FRAMED Metal-framed aquaria are now very difficult to find; all-glass or plastic-framed aquaria AQUARIUM ESSENTIAL are not suitable unless it is impossible for animals to gnaw their way through the plastic or other frame around the aquarium and so start to chew the edge of the glass; they will if they can! EQUIPPING THE AQUARIUM WITH A LID A lid will be needed to carry a food hopper and water bottle. (Food and water bowls must not be placed directly inside the aquarium - they will soon become contaminated or buried by the animals.) If a suitable aquarium is available which is 30 cm deep - from front to back - it is possible to use a stainless-steel top (incorporating a hopper and bottle carrier) that is normally supplied with a plastic laboratory cage but which is also available separately. (Use the top for the mouse cage MB1 (45 cm x 28 cm x 13 cm) from North Kent Plastic Cages*.) If this will not cover the entire top of the aquarium, a sheet of hardboard should be used to seal the remaining open space. MAKING A LID USING WIRE MESH * Alternatively, a one-piece construction can be made using ‘Twillweld’, ‘Weldmesh’ or similar wire mesh (16 swg is recommended). This can normally be purchased in lengths off a roll (usually 600 mm wide) from garden centres and other outlets and can be bent around the frame of the aquarium. (See diagram overleaf.) For all items and suppliers marked *, details are given in Appendix 1. 8 FOOD HOPPER Holes must be made in the lid for a food hopper and water bottle carrier (though it is possible to use the food pellet container to support the water bottle as well and thus reduce the complexity of the construction). The food hopper/bottle carrier can be made by bending the wire mesh into a box shape with ‘lips’ at its top rim and soldering the joints using a large electrical soldering iron and solder. This will then sit in the hole cut into the mesh and, for added security, can be held in place by wire clips. It may, however, be more convenient to purchase a ready-made food hopper*. A suitable design is the rat food-pellet hopper for the cage GPR2 from North Kent Plastic Cages*. With this type of cage, which will probably be 30 cm or more in height, the animals must be able to gain access to their food and drinking bottle which are situated in the lid. ADD HOUSE BRICKS OR This can be achieved by adding numbers of house bricks or earthenware land drainage LAND DRAIN PIPES pipes* to the aquarium. ADD MOSS PEAT AND HAY * This arrangement is ideal for gerbils which will move actively through the interconnecting spaces between the bricks or pipes. A thick layer of dry sphagnum moss peat* is then added to the vivarium into which the animals will burrow. Hay* may also be added which will be shredded by the animals and mixed with the peat to give a more-substantial burrowing medium that is less likely to collapse. For all items and suppliers marked *, details are given in Appendix 1. 9 CREATING A ‘BASKING’ AREA In addition, a log of wood can be laid on top of the bricks or pipes and the animals can use this as a ‘basking’ point if the heat from a 60 watt lamp (eg, from an Anglepoise lamp) is directed through the mesh into the cage. This will encourage gerbils and hamsters to emerge from their nesting areas and so be on view for large parts of the day. LITTER AND NESTING MATERIALS Peat* has been mentioned earlier for use in an aquarium/cage but it is also useful as litter material in all types of cages. It is absorbent and its high acid content helps to slow down the decay of faeces and the release of ammonia. White sawdust* from softwood trees is also a good litter medium but do not use sawdust that has been previously used, nor hardwood sawdust that contains harmful substances. Other materials which are not suitable include ‘Vermiculite’, newspaper, tissue paper, cotton wool and cotton waste. Hay* is the best nesting material to use; it also may be eaten to some extent. Even with hay from a reputable source, there is the danger that mites or other parasites can be introduced into the animals’ cage. It is therefore a sensible precaution to place hay inside plastic bags and place these in a deep freeze (or fumigate with carbon dioxide if a cylinder of the gas is available) to kill any infestation. Shredded white paper is a possible alternative nesting medium. Straw should definitely not be used; it is often hard, abrasive and sharp and can damage the cheek pouches of hamsters. Newspaper should also not be used. FULLER’S EARTH DUST BATHS Most small mammals will appreciate, and benefit from, the occasional opportunity of being able to use a dust bath. A shallow dish (of a suitable size for the small mammal kept) should be filled with Fuller’s earth* and left in the cage for the animals to bathe in. It should be removed at the end of the day. DRINKING BOTTLES As discussed earlier, water should only be given in drinking bottles* which are available commercially from various suppliers. The bottles can be of glass or plastic and of various sizes. A capacity of 250 cm3 is suitable for mice, hamsters and gerbils; 500 cm3 is better for rats, guinea pigs and rabbits which are thirstier animals. Stainless-steel spouts are preferred - those with a ball-valve tip help to prevent the cage being flooded should the nozzle tip come into contact with material in the cage. Spouts bent at an angle are available. Bottles should be positioned so that the spouts are held at a 45° angle and low enough for even the smallest animals to reach, yet not so low that there is a danger of fouling by litter material. EXERCISE WHEELS A word or two should be said about activity wheels. Although ‘pet-type’ cages are not the best designs for use in schools, they will inevitably be employed in some cases. Many are sold with exercise wheels. It is important to ensure that the wheel is large enough for the animals in the cage. and that it gives the animal total freedom of access. A preferred design has one side completely open with a solid rear wall for the pivot as shown below. A wire activity wheel with supports on both sides is not suitable, as an animal often cannot escape from a moving wheel without being trapped between the wheel and its support stands. If in doubt, remove the activity wheel from the cage. Exercise wheels and other items for ‘environmental enrichment’ can be bought for the laboratory-type cages made by North Kent Plastic Cages* and the latter from Lillico*. * For all items and suppliers marked *, details are given in Appendix 1. 10 CLEANING AND HYGIENE These are clearly important, both for the health of the animals and for those people looking after them. Hands should be washed before and, of course, after cleaning a cage; rubber or plastic gloves should preferably be worn. After removing soiled litter material, the cages should be scrubbed with hot water and liquid detergent. USING DISINFECTANTS When disinfecting a cage, it should be realised that a quick wash will not be effective in killing microorganisms. Cages should be soaked in or with disinfectant for at least 15 minutes. Suitable disinfectants to use are those which are ‘surface-active’ having, in addition, a detergent action, such as Gerrard ASAB*, available from Griffin Education. Other disinfectants are less suitable, and those containing phenol and cresols, eg, ‘Lysol’, should never be used. SOILED LITTER DISPOSAL Soiled litter should ideally be incinerated; more conveniently it could be sealed in strong plastic bags and placed with other waste in dustbins. FREQUENCY OF CLEANING As a general rule, this should be done at least every 10 days. Gerbils produce very little urine and so require relatively infrequent changes. Hamsters produce a little more urine; mice, rats, guinea pigs and rabbits urinate in relatively large amounts. These animals should be cleaned at least once a week. Your nose is always a good guide: cages which are even slightly offensive should already have been cleaned! CLEANING DURING HOLIDAYS Arrangements must be made for cages to be cleaned as regularly as normal at holiday times. CLEANING WITH A NEW-BORN LITTER IN THE CAGE Avoid cleaning a cage if at all possible when a new litter of animals has been born. If, however, cleaning cannot be postponed, transfer the whole nest of animals gently to a spare cage, ensuring that the young animals are well-insulated - there is a danger of them losing heat too rapidly. DECIDING WHERE TO KEEP SMALL MAMMALS The precise location where small mammals are to be kept in the school requires careful planning. The animals should obviously be readily accessible to pupils and easily observed. Animal housing must be sited in a situation which meets the following requirements. • A sink with warm water is nearby for cleaning and hygiene purposes. • There are no sudden or loud noises nearby (such as the ringing of the school bell or an alarm). • Suitable light, temperature and humidity levels. A tiny number of secondary schools or colleges may have had the luxury of a purposebuilt animal room in the past but, for most, such accommodation will not be available1. CONSTANT TEMPERATURES AND GOOD VENTILATION NEEDED The mammals should be kept in a well-ventilated area where a more or less constant (cool) temperature and humidity can be maintained. They must be kept out of direct sunlight. The mammals will inevitably create a certain amount of dust (particularly if peat is used as litter material), so it is advisable to keep the mammals well away from the tables, desks or benches where pupils work. PREVENTING UNDUE DISTURBANCE TO MAMMALS Teachers must consider the possibility of some children disturbing the mammals or interfering with their normal feeding or watering. If this is likely to be a problem, the mammals must be sited where they can be constantly supervised and any interference prevented. RACKING FOR CAGES If the animal cages are kept on some form of racking*, this should be capable of being washed down and disinfected easily and so wood, or metal which will rust, should be avoided for such racking. Racking and shelving is available from Dexion, Link 51 and Romstor. * For all items and suppliers marked *, details are given in Appendix 1. 1 Details of the appropriate design of animal rooms are in an out-of-print publication, Animal Accommodation for Schools (see Appendix 2), so contact CLEAPSS if such information is needed. 11 KEEPING MAMMALS OUTDOORS If mammals, such as guinea pigs and rabbits, are to be kept outside, it is essential that no wild rodents, or cats and dogs, can come into contact with them (and thus pass on infections). Additional amounts of bedding and nesting material to act as insulation will be needed during the colder parts of the year. Cages or hutches must naturally be of a construction that will withstand a variety of inclement weather conditions. The Eglu is specifically designed for outdoor use. EMERGENCY CAGES It is important to anticipate situations that may develop, for example, when an animal in a group acquires an infection or is injured in a fight and needs to be isolated from the rest of the colony. (If gerbils and Russian hamsters are kept, injuries caused by fighting are not uncommon.) Suitable additional housing must therefore be obtained for use in such eventualities, even though it will hopefully not be needed. This additional expenditure must be considered before deciding to keep small mammals. The cage will often be used only temporarily but, with animals that are being attacked, they must be housed separately on a permanent basis. 12 4. DIET The small mammals kept in schools are mostly rodents which gnaw with constantlygrowing teeth and have an alimentary canal designed to cope with cellulose from plants. Their food should therefore be reasonably hard, containing seeds and other plant tissues that require chewing. Pelleted foods are very convenient and, although they may not look particularly appetising to us, they are extremely nutritious. Some fresh fruit, vegetable or leaf material may also be eaten. Rats, mice, hamsters and gerbils will also eat small insects or other animal tissue such as mealworms* or crickets*. PELLETED DIETS Pelleted foods* are ideal for feeding to many animals. The pellets are produced in various formulations for different animals and contain all the necessary proteins, fats, carbohydrates, vitamins and minerals for a balanced diet. However, when purchased from an animal-feeds supplier, such as Lillico*, minimum quantities are likely to be 12.5 or 25 kg. This will clearly create difficulties if only a small number of animals are to be fed. Smaller quantities of pelleted foods are, however, available from pet stores and Timstar*. SIX-MONTH STORAGE Although pelleted diets are an excellent food source, they will deteriorate over time and should be used within 6 months. This again will cause problems when feeding only a small number of animals if food is bought in larger quantities. As an approximate guide to the amount of food pellets that different numbers of animals will consume in four months, refer to the table below. ANIMALS’ PELLET FOOD REQUIREMENTS * Amount eaten, in kg, in 4 months by: Mammal Mouse 1 animal 2 animals 3 animals 6 animals 0.33 - 0.45 0.66 - 0.9 1.0 - 1.35 2.0 - 2.7 Gerbil & Russian hamster 0.6 - 0.8 1.2 - 1.6 1.8 - 2.4 3.6 - 4.8 Syrian hamster 1.2 - 1.66 2.4 - 3.33 3.6 - 5.0 7.2 - 10.0 Rat 1.66 - 2.3 3.33 - 4.6 5.0 - 6.9 10.0 - 13.8 Guinea pig 2.3 - 3.33 4.6 - 6.66 6.9 - 10.0 13.8 - 20.0 Rabbit (dwarf - large) 3.33 - 33.3 6.66 - 66.6 10.0 - 100.0 20.0 - 200.0 ADDITIONAL FRESH FOODS: FRUIT, VEGETABLES & SEEDS If mammals are being reared on pelleted foods, additional fresh foods may be given in small amounts, once a week. (Because pelleted foods are so nutritious, there is a danger of over-feeding if ‘treats’ are offered more frequently.) Use hard fruits (apple, pear etc), leaf vegetables (cabbage, lettuce etc), root vegetables (carrot, turnip, parsnip etc) and dried fruits (raisins, prunes, apricots). These foods should be eaten in about ten minutes; some will be stored in nests but should be eaten within one day. If this fresh food is left uneaten, give less next time. Seeds* may also be added occasionally to the diet for variety, as can small amounts of crickets*, mealworms* or maggots*. HAY ALSO EATEN Hay* should be given as bedding, some of which will also be eaten to some extent. (Note: Do not use straw as a substitute for hay.) For all items and suppliers marked *, details are given in Appendix 1. 13 SPECIAL DIETARY REQUIREMENTS FOR GUINEA PIGS Guinea pigs require vitamin C in their diet; like humans, and unlike other mammals, they cannot manufacture it for themselves. There may be some vitamin C incorporated into a pelleted diet but, on storage, there is the possibility of loss of this vitamin. A constant and plentiful supply of hay plus some green vegetables should therefore be given to provide the necessary vitamin C. An alternative (but not particularly cheap) method is to supply vitamin C in the guinea pig’s drinking water. Use one quarter of a ‘Redoxon’ tablet (or similar; available from pharmacists) in one pint of water and replenish daily. ALTERNATIVES TO PELLETED FOODS If pelleted diets are not used, it is essential to provide a well-balanced diet by giving a wide variety of foods from those listed below. SEEDS & CEREALS Sunflower seeds*; peanuts*; whole cereals* (oats, wheat, barley, maize); prepared cereals* (middlings, bran, crushed and rolled oats, rice, flaked maize); pulses (dried peas, beans, lentils etc); seed mixes (eg, wild bird, pigeon). In emergencies, small amounts of breakfast cereal (Shredded Wheat, cornflakes, Wheatabix, Alpen etc), wholemeal bread or biscuits and pasta could be given. DO NOT USE TREATED SEEDS It is essential that seeds used for animal food must not have been treated with pesticides or fungicides that will contain harmful chemicals. Obtain seeds from sources known to be safe. FRUIT AND VEGETABLES If pelleted foods are not used, in addition to the seeds and cereals given to the animals, regular supplies (at least three times a week) of hay*, fresh vegetables and fruit, as described above, will also be required. These are particularly important for guinea pigs. FEEDING AT WEEKENDS AND HOLIDAYS Sufficient food and water (from a bottle, not an open dish) must be provided to tide the animals over a two-day period such as weekends. At Bank Holidays and all other times, special arrangements must be made so that the animals are inspected, fed and watered (and cleaned out) as usual. STORAGE OF FOODS TO PREVENT INFESTATION Animal foods should be stored in air-tight, cool and dry conditions. To prevent infestation of the foods by insects, mites and fungi, the diet should be sealed inside heavygauge plastic bags that are themselves placed inside storage containers* with lids. Romstor has a range of different kinds of plastic bin-type containers and North Kent Plastic Cages supplies a blue dustbin-type food bin. Suitable containers can also be found at supermarkets and local d-i-y or kitchen-furnishing stores. Any container must be easy to clean as well as air and water tight and clearly labelled. If anything other than a very light infestation occurs, the foods should be destroyed and the container disinfected. OBTAINING SUPPLIES OF ANIMAL FOODS Food should be obtained from reliable sources. Seeds and other foods should not be bought from pet shops or other suppliers where it is known that they are stored in open sacks or bins - this food may have been contaminated. Pelleted foods can be bought from suppliers in bulk, but where less than 12.5 kg per six months is needed (a problem for schools with few mammals), alternative arrangements should be considered. Timstar* sells rat and mouse diet in smaller packs. It should be noted, however, that buying food in small packs from pet shops and elsewhere, although convenient, is less economical. LOCAL COOPERATIVES Schools might explore the possibility of forming local ‘cooperatives’ and sharing the considerable savings of buying in bulk. * For all items and suppliers marked *, details are given in Appendix 1. 14 5. HANDLING and SEXING HEALTH & SAFETY ISSUES When handling animals: • do not consume food or drink, • do not smoke, • cover any open wounds or cuts with waterproof adhesive dressings, • wash your hands with soap and water before, and directly after, working with animals. THE IMPORTANCE OF REGULAR HANDLING Careful handling of small mammals is most important; the animals should be restrained sufficiently so that they cannot damage themselves or the handler. All mammals should be handled daily if possible (unless breeding or nursing when they should be disturbed as little as possible). In this way they will normally become quite tame and accustomed to being handled. GLOVES NOT NORMALLY WORN Gloves should not normally be worn unless it is known that an animal for one reason or another is likely to bite or scratch. In this situation a pair of rubber gloves which does not, however, particularly reduce dexterity, is a sensible precaution. ANIMALS NOT YET TAME An animal that has not yet become tame must receive special attention. Avoid making loud noises or rapid movements. ‘Talking to’ the animal in a soothing, monotonous tone will help. Repeatedly stroke the animal on the back of its head to calm it down. Move your hands towards the animal slowly from the side or rear and not from the front; avoid ‘swooping’ down on the animal which will only disturb it. When the animal has become more used to your presence, proceed to pick it up by one of the methods described below, depending on the species. HANDLING MICE AND YOUNG RATS…. Only mice and small, young rats may be lifted by grasping firmly at the base (not the tip) of the tail and then resting the weight of the animal on the hand or another surface. …BUT NOT GERBILS! It is essential not to lift gerbils in this way because of the risk of fur stripping off the tail. 15 HANDLING GERBILS, SYRIAN / RUSSIAN HAMSTERS & SMALL RATS Gerbils, Syrian and Russian hamsters and small rats can be picked up by ‘cupping’ the animal in two hands. The animal should be facing the handler or moved gently into position and then scooped up as shown. HANDLING RATS AND GUINEA PIGS The best general method of lifting tame, small rodents is described below. Assuming you are right-handed, use the left hand to support the weight of the animal and the right hand to grasp the animal firmly but gently around the neck and shoulders. The thumb and first finger are thus placed around the shoulder and rib cage and underneath the animal’s chin. As the animal’s head is lifted by your right hand, slide the left hand under the rump to take the weight. HANDLING RABBITS The method used here is largely similar to that used with guinea pigs. With the right hand, grasp the ears and the loose skin at the back of the rabbit’s neck. With the animal facing towards you, lift its head and at the same time slide your left hand underneath the belly. Move the animal towards you until its front limbs are resting on your chest. Then move the left hand so that it is supporting the rump and restraining the rabbit against your body. 16 RETURN RABBITS REAR END FIRST Beware of the rabbit scratching with its claws. When returning the animal to its cage, always replace it rear end first. EMERGENCY HANDLING BY SCRUFF OF NECK In emergencies only, for example with a frightened, injured animal, it is possible to press down on the back of the head to restrain the animal and then pick it up by the skin at the scruff of the neck. If, having picked up the animal, it is then placed against a smooth surface, ensure that it is not too slippery; the animal should feel safe and secure and be able to grip with its feet. DEMONSTRATE AND SUPERVISE WHEN PUPILS HANDLE ANIMALS Before allowing children to handle small mammals, ensure that the correct technique is clearly demonstrated and supervise them constantly until it is clear that the children are confident and proficient. SEXING MAMMALS With experience, sexing most mammals is not difficult using a variety of body characteristics. There are four basic features to look for. (i) Scrotal sacs protruding from the rear end of most adult male small mammals. (ii) Presence of nipples and mammary glands on females (but note they are not obvious in immature animals and that there are two obvious nipples in male guinea pigs). (iii) The penis can be made to extrude in guinea pigs and rabbits by gently stretching the skin in front and behind the urino-genital region. (But note, in female rabbits, there is some extrusion of the clitoris which can be confusing.) (iv) The distance between the urino-genital opening and the anus in males is approximately 1.5 times that in females. This applies to all small mammals other than the guinea pig and rabbit; (see diagram below). URINO-GENITAL OPENING: DISTANCE FROM ANUS 17 URINO-GENITAL OPENING: APPEARANCE The difference in distance is clear even with an immature animal and is the most useful feature to use in sexing most mammals. SEXING GUINEA PIGS AND RABBITS In the guinea pig and rabbit, the distance between the anus and urino-genital opening is similar. The sexes can, however, be distinguished in guinea pigs by stretching the skin above and below the urino-genital opening and looking for the different shape of the opening; (see diagram). DIFFERENCE BETWEEN SEXES NOT MARKED This difference is not, however, immediately clear to people not used to sexing guinea pigs. It is better to rely on the extrusion of the male penis to distinguish the sexes of guinea pigs, particularly in immature animals. RABBITS NOT EASY TO SEX Rabbits are extremely difficult to sex, particularly when immature. Extrusion of the clitoris can be confused for extrusion of the penis and the shape of the urino-genital opening in the two sexes is not markedly different. There is a small difference which can only be seen by stretching the skin in the genital region; (see diagram.) In all small mammals other than guinea pigs and rabbits it is not useful to look for differences in males and females by the appearance of the urino-genital opening. The clitoris may be as large as the penis and the vagina may have closed up. In the female there is a fold of skin around the aperture whereas in the male this is more a complete ring of tissue. Only with experience can handlers become proficient in sexing rabbits. SUMMARY OF SEXING FEATURES The ‘sexing’ features for all the small mammals considered in this guide are summarised in the table overleaf. 18 Small mammal Mouse Rat Gerbil Syrian Hamster Russian Hamster Guinea Pig Rabbit Sexing feature Urino-genital distance ✔ ✔ ✔ ✔ ✔ r r Obvious scrotal sacs ✔ ✔ ✔ ✔ ✔ ✔ r Nipples and mammary glands ✔ ✔ ✔ ✔ ✔ ✔ ✔ r r r r r ✔ ? r r r r r ✔ ? Penis extrusion Urino-genital appearance HANDLING MAMMALS When handling mammals to examine their genitals, there are certain techniques which TO EXAMINE GENITALS should be used. MICE, RATS AND GERBILS With the animal in one hand or on top of the cage, facing away from you, lift the base of the tail to expose the genital region. SYRIAN AND RUSSIAN HAMSTERS Cup the animal as already described, then rotate and slide the two hands so that the animal is transferred, resting on its back in one hand while the other hand is used to cover the top end of the animal’s body and hold down the front legs, while leaving the back legs free; (see diagram). BEWARE OF NON-TAME This technique is not advisable unless the animal is quite tame because of the high risk HAMSTERS! of the upper hand that is restraining the animal’s head being bitten! GUINEA PIGS AND RABBITS Lift the animal as already described and turn it so that its back is supported against the upper part of the leg (assuming the handler is standing up). With the free hand, apply gentle pressure in front and behind the urino-genital region to expose the genitals. 19 6. BREEDING SPECIAL REQUIREMENTS FOR BREEDING If mammals are to be bred, it may be necessary to move them to a larger cage to accommodate the litter until weaning can take place. The animals should receive a good diet particularly rich in protein. Suitable ‘breeding’ diets*, though not essential, are recommended where mammals are regularly used for breeding. Details of suitable diets are available from Lillico. A larger-than-normal quantity of good-quality nesting material will be required. When the females are pregnant, they should be handled as little as possible. DO NOT DISTURB YOUNG When the young are born, it is best not to clean the cage, to avoid disturbing the animals, until the litter is about one week old. Ensure that the spout of the water bottle is low enough to enable the mother to teach her young to drink from it (but beware of fouling the nozzle and flooding the cage). As the young move onto solid food, ensure that they can reach pelleted diet etc, if this is in a hopper. Brief details of selected breeding data are given below for each type of small mammal. MOUSE Gestation period: Weaning age: Average number in litter: Young mature after: Average life span: 19-21 days 21 days 8-11 6 weeks 1-5 years Breed with one pair or a trio (2 females and 1 male). Pairs mate immediately after birth, so remove male before birth to prevent this. RAT Gestation period: Weaning age: Average number in litter: Young mature after: Average life span: 20-23 days 22 days 9-11 4-5 weeks 2-3 years Breed with one male and female. To avoid the inevitable mating which occurs in the period of heat immediately after birth (post-partum oestrus), the male should be removed before the female gives birth. GERBIL Gestation period: Weaning age: Average number in litter: Young mature after: Average life span: 25-28 days 22 days 4-6 9-12 weeks 2.5-3.5 years Breed with one male and female; these are best established as a pair at weaning. Offspring may be left with parents as a small colony. Postpartum oestrus is seen in gerbils but it is not advisable to remove the male before birth as it will then be very difficult to reintroduce him to the female without fierce fighting. For similar reasons, do not normally attempt to introduce new animals to an existing colony. * For all items and suppliers marked *, details are given in Appendix 1. 20 SYRIAN HAMSTER Gestation period: Weaning age: Average number in litter: Young mature after: Average life span: 15-17 days 21 days 5-7 6-8 weeks 1-1.5 years It is usual to keep pairs separate (though it is possible to establish a monogamous pair at weaning). Put the female into the male’s cage and watch to see if the animals fight and, if they do, separate them at once. If mating occurs, leave the pair for 20 minutes as several matings will help to ensure fertilisation. Then remove the female back to her cage. Syrian hamsters are on heat generally every fourth evening, so introduce the female as late in the day as possible and keep trying for three more days if initially unsuccessful! RUSSIAN HAMSTER Gestation period: Weaning age: Average number in litter: Young mature after: Average life span: 19-21 days 21 days 5 6-8 weeks 2 years Establish a single pair at weaning. Young may be left with parents to form a small colony. As with gerbils, males should only be removed if fighting is evident as it is difficult to reintroduce them later. Similarly, do not normally introduce new animals to an existing colony. GUINEA PIG Gestation period: Weaning age: Average number in litter: Young mature after: Average life span: 59-71 (average 63) days 25 days 3-5 4-5 weeks (female) 10 weeks (male) 2-3 years 1:1 pairs or ‘harems’ with 1 male for up to 10 females can be established. Males should be removed before birth if it is desirable to prevent mating immediately after birth. Young have fur at birth and eyes soon open. RABBIT Gestation period: Weaning age: Average number in litter: Young mature after: Average life span: 30-32 days 55 days 4-6 16-24 weeks 4-5 years The sexes should be separate with the female taken to the male. Mating, (and hopefully not fighting), will normally occur immediately as the female has a more or less continuous oestrus period. After mating, return the female to her cage. Young should not be handled until 1 month after birth. HOUSING ‘INCOMPATIBLE’ ANIMALS TOGETHER If it becomes essential to introduce ‘incompatible’ males and females - a problem most likely to be encountered with gerbils, Russian hamsters and to some extent Syrian hamsters - the following technique should be adopted. BLOW HARD TO STOP FIGHTING! Separate a clean cage into two compartments with wire netting or mesh. Place the two animals in each section with food and water available to both. Every day for a week swap the animals over and at the end of the week remove the partition, or place animals into a clean cage with lots of their favourite foods on the floor as distractions from fighting. Keep the animals under close observation for some time and separate them immediately if fighting begins. (To stop animals fighting before moving them apart, try blowing hard on them!) 21 7. DISEASE and ANIMAL HEALTH RECOGNISE NORMAL BEHAVIOUR AND APPEARANCE Recognising diseases or other signs of ill health in mammals depends very much on knowing what is normal. It is therefore important to study a mammal thoroughly when it is healthy and so be aware of its normal behaviour patterns, its general appearance and feeding habits. Any departure from this normal state should arouse suspicions. LOOK FOR SIGNS OF ILL HEALTH Important signs to look for include: INADEQUATE DIET OR ENVIRONMENT Even though the mammals used in schools will have originated from a reliable, disease-free source, it is possible that some aspects of ill health will develop in certain circumstances or as the animals age. Ill health may result from an inadequate diet or environment. In this case, correction of the fault will normally be sufficient to restore the animal to full health. • • • • • • • • a patchy, rough coat which has lost its normal glossy, sleek appearance; dull, clouded eyes; any body openings which appear runny, blocked, bloody or inflamed; wounds on feet, tail or skin suggesting that animals have been fighting; animals that are listless, huddled in a corner or hiding; animals that appear unduly aggressive, reacting abnormally to handling; animals not eating or drinking normally; animals scratching themselves regularly. For example: • • • • • MINOR WOUNDS AND INFECTIONS Animals fighting - separate individuals to new cages. Rabbits or guinea pigs develop sores on hind limbs - use a cage with a smaller mesh size for the base wire grid and/or supply more hay as litter. Rats develop ‘ring tail’ - increase the humidity of the area in which they are kept. Guinea pigs develop scurvy - give more vitamin C in their diet. Animals develop diarrhoea - reduce the amount of fresh vegetables given in the diet. If animals develop minor wounds because of, for example, fighting, these can be treated in school by cleaning the wound with a suitable antiseptic/disinfectant eg, ‘Cetavlon’ or ‘Savlon’ and then dressed using a dry antiseptic dusting powder or spray such as ‘Citatrin’ or gentian violet spray (available from local pharmacists). Plasters or bandages should not be used. 22 MITE INFESTATIONS Mite infestations may develop in the fur of some mammals. Signs of this might include scratching, loss of fur or, if the nose is infested, slight bleeding. A proprietary brand of insecticide/acaricide which is safe for use on mammals (available from pet shops) may be used, but these are rarely completely effective. An alternative treatment is to place the infested animal in a plastic container and dust thoroughly with flowers of sulfur*. The animal’s cage must be cleaned completely and disinfected to reduce the chance of re-infestation. If mites are being brought into the cage in litter or nesting material, obtain supplies from a more-reliable source. LOOK OUT FOR SIGNS OF FIGHTING Particularly in colonies of gerbils and Russian hamsters, it is not unusual to experience some fighting between individuals. This may only become a problem as the animals grow older and territorial/dominance disputes change, or arise in a colony which had previously been very peaceful. Animals which initially could defend themselves easily, so that fighting did not lead to injury, may be subject to severe attack. Such individuals must be removed immediately and housed separately; additional cages should be obtained before they become needed. It is essential that colonies of gerbils and Russian hamsters are never split up and later re-established, for example, at holiday times if mammals must go home with pupils or other people. Violent aggression will occur, even in groups of animals that were originally quite compatible. SIGNS OF SERIOUS ILL HEALTH Any more serious symptoms of ill health must be left to the expertise of a veterinary surgeon. The services of such professionals are, however, often expensive - possibly exceeding the cost of a replacement animal and so may not be economical. Many animals will, however, be worth such expense and a reputable vet may be found by consulting ‘Veterinary surgeons’ in Yellow Pages or asking at the nearest branch of Pets At Home*. Local PDSA* clinics may be consulted for advice, along with RSPCA clinics or other voluntary animal welfare organisations offering a treatment service. It is most unlikely, however, that schools would be provided with free consultations by such services. (Details of local clinics can be found by looking in Yellow Pages under ‘Animal Services’ or ‘Animal Welfare Societies’.) * See Appendix 1 and 2. 23 8. HEALTH & SAFETY and LEGAL REQUIREMENTS OBTAIN MAMMALS FROM GOOD SOURCES The health of the small mammals themselves is discussed in the previous section; here it is the health & safety of pupils, teachers and technicians that is considered. In order for there to be minimal risk to humans of diseases being transmitted from mammals kept in schools, it is important that animals are healthy. Unless mammals are known to have originated from a reliable source, it will not be possible to be confident that they are free from disease. KEEPING MAMMALS DISEASE-FREE Furthermore, if the mammals are not then kept in scrupulously clean conditions, or come into contact with other mammals from dubious sources, it will no longer be possible to guarantee that the animals will remain in a disease-free condition. This means that mammals from an unreliable source must never be added to existing stocks. It is also prudent not to reintroduce mammals from a school’s own stocks if for any reason they have been housed for some time off the premises. If this practice is unavoidable (eg, at holiday times), steps must be taken to ensure that, while elsewhere, the mammals are well maintained and also could not have become infected by other mammals (including wild rodents, cats and dogs). TRANSMISSION OF PARASITES If food has become infested with beetles or moths and these animals are carried with the food into the animals’ cage, they may then be eaten by the mammals. This raises the remote possibility that adult parasites, transmitted by the insects, will then infest the mammals. Eggs from these infested animals could be picked up by humans from the animals’ droppings and contaminated litter and, if eaten, may produce a similar infestation in the human body. SMALL MAMMALS AND HOLIDAYS Holiday times, particularly in primary schools, obviously create real difficulties. It is much better that the mammals remain at school and suitable arrangements are made for their normal feeding, watering and cleaning. If, however, this is impossible and mammals have to be taken out of school at holidays, they should not be sent home with pupils or other people unless all of the following considerations can be satisfied. • • • • • • DO NOT KEEP MAMMALS IF THE SCHOOL IS INFESTED It can be guaranteed that the animals will be looked after as well as usual. Whoever is caring for the animals must have all the necessary information, equipment, food, skills, etc. Parents must have been informed and given their consent. Steps will be taken to ensure that the school’s mammals will not be able to come into contact with pet animals (cats, dogs, rodents or other mammals). The small mammals cannot come into contact with wild rodents (mice, rats, etc) while off the school premises. Colonies of mammals must always be kept together, never split up to be sent home with different people and later re-established. If the school premises are infested with wild rodents, small mammals should not be kept because their health status cannot be guaranteed. The practice of loaning animals for short periods for whatever reason should be discouraged because of the difficulties of ensuring that the mammals are returned in a suitable disease-free state and have been properly looked after. 24 HANDLING SMALL MAMMALS When pupils, teachers or technicians handle small mammals, they should always wash their hands thoroughly before and after handling. Any person with an open cut on the hands, with infected cuts, or suffering from any infection should not handle the animals or come into contact with them. Care must be taken to avoid injury by biting and scratching with animals that are likely to behave aggressively to the handler. (Note that mammals which are handled regularly are unlikely to be difficult.) See section 5 for further information. ALLERGIES Teachers must also beware of the development of allergies among pupils or members of staff. The skin, eyes or nose may be affected after handling/cleaning the animals or there may be breathing difficulties. If allergies are identified, the affected person should avoid all further contact with the school mammals. Note also, however, that there is now some evidence that children brought up in close contact with small mammal pets actually suffer less from hay fever, asthma and other allergy problems than children denied access to pet animals. PROTECTION AGAINST TETANUS It is a sensible precaution to ensure that people who regularly look after the school mammals are fully immunised against tetanus; (the bacteria causing this disease may be present in dirty litter or on cages if inadequately cleaned). TREATING CUTS OR BITES It is also sensible to advise anyone bitten by a small mammal (so that the skin is punctured) to have a tetanus inoculation (if not already immunised). If the skin is cut or bitten while handling or cleaning mammals, encourage bleeding (unless profuse) by squeezing the skin. (This will help to clean the wound which should not be sucked.) Then clean with antiseptic and apply a bandage or plaster. Monitor the affected person for any signs of unexplained symptoms developing and, if they do, seek medical advice immediately. LEGAL REQUIREMENTS IN KEEPING SMALL MAMMALS Under the legislation governing the welfare of animals in this country, small mammals must be kept and treated in such a way that there is never any interference with the normal conditions of their care. This means that, at all times, the mammals must be housed correctly, cleaned out regularly and have access to supplies of clean food and water. Any treatment or investigation which involves a restriction of the diet in any way will therefore contravene the requirement of ‘normal well being’ and must not be attempted. Thus, for example, motivating mammals in learning investigations by even slight reductions in their diet is illegal in schools and colleges, as are tests on feeding preferences which involve anything other than a range of natural and manufactured rodent foods. All other experiments on small mammals in which they are ill treated in any way are, of course, forbidden. DEALING WITH INJURED ANIMALS BROUGHT INTO SCHOOL BY PUPILS If pupils bring into school injured small mammals that they have found, it is essential that these animals are treated humanely but also to guard against possible risks of disease and parasite transmission. While the animals are on the premises, they must be isolated from any school small mammals and kept in quiet, dimly-lit conditions. They should be handled as little as possible, with due regard for safety and hygiene. If their injuries warrant such action, the animals should be killed humanely as quickly as possible. If this cannot be carried out in school, immediate arrangements should be made to take the animals to a vet or animal-welfare clinic. PETS BROUGHT INTO SCHOOL FROM HOME From time to time, it may be appropriate and valuable if pet mammals are brought into school for the day from the homes of pupils or adults. These might include small mammals such as hamsters and guinea pigs or, in some circumstances, cats and dogs. CLEAPSS guidance in leaflet PS55 or Laboratory Handbook 14.1.2 (see section 2) gives more detail but important issues are discussed below. NEVER MIX PETS TOGETHER It is essential that each small mammal pet is housed separately and that different species, or individuals of the same species from different litters, are never placed together in a cage. This will prevent the possibility of diseases being passed between individuals and stop any aggressive conflict between incompatible animals. Care must be taken when pet animals are handled to ensure that they are used to regular handling and are unlikely to bite. 25 CATS AND DOGS Care should be taken with any cat or dog that is brought into the classroom to ensure that the animal is docile and friendly and will not be disturbed by the attentions of a large number of excited and possibly noisy pupils. Furthermore, the animals should have been recently inspected by a vet and given a clean ‘bill of health’ so that the possibility that parasites might be transmitted is remote. HYGIENE IMPORTANT Advice already given on hygiene etc when pupils handle the pet animals must be strictly observed at all times. As with school small mammals, teachers should watch for the development of allergic reactions in pupils who come into contact with the visiting pet animals. 26 9. HUMANE KILLING AVOIDING PAIN AND SUFFERING Should an animal need to be killed, teachers and technicians have considerable responsibilities which must be taken seriously. An animal in immediate pain, perhaps resulting from an accident or illness, or suffering from neglect, should be killed at once to prevent further distress. There is an obligation to ensure that the procedure used is humane and avoids any further pain and suffering to the animal. Conditions in which animals may become frightened or antagonised must be avoided. VETS OR THE PDSA The person who is to carry out the humane killing must be sufficiently confident or experienced. This will usually reduce a school’s options considerably. The animal may be taken immediately to a veterinary surgeon or Pets at Home* outlet, though this will usually incur a fee. If there is a local PDSA* treatment centre or other animal-welfare clinic near your school, these could be contacted (though such charitable organisations normally offer their services only to people with limited finances). SCHOOL AND COLLEGE TECHNICIANS A secondary school or further education college may have an experienced technician in the biology department who may be willing, and is able, to kill animals from other schools. It would be prudent to make contacts to explore this possibility well before a situation arises necessitating destroying an animal. USING CARBON DIOXIDE For teachers or technicians prepared to perform the task of killing animals themselves, the recommended procedure is to induce unconsciousness with carbon dioxide gas and then to use an overdose of the gas to kill the animal by suffocation. To ensure a humane death, the animal must be exposed to a gradual increase in carbon dioxide concentration. The animal, (or preferably the entire animal cage, if this is possible), is placed inside a heavy-gauge plastic bag (eg, as used for the disposal of refuse) and carbon dioxide introduced slowly from a cylinder* into the bottom of the bag or cage. (If the only cylinder available is a siphon model, designed for making dry ice, it must be used upside down and great care taken. Lightweight, non-refillable, aluminium cylinders* of carbon dioxide are manufactured by CryoService and available from Scientific and Chemical Supplies.) The gas will gradually displace the air inside the container which should be allowed to escape through the neck of the bag. (See the illustration overleaf.) DO NOT USE ETHER OR CHLOROFORM * Leave the animal sealed in the bag for at least 30 minutes after the animal stops moving, to ensure that death is certain. By this technique, correctly performed, the animal will not suffer. This is not the case with chemical vapours such as chloroform or ether, which, although effective, cannot be recommended for humane killing as they act as irritants. They also present a hazard because of their flammability or toxicity. See Appendix 1 and 2. 27 MECHANICAL METHODS - HUMANE BUT REQUIRE SKILL Mechanical methods of killing mammals are quite humane when performed correctly (indeed they are the preferred methods of killing), but they may appear to be barbaric. They are not, therefore, normally suitable for use in schools. Also, if performance of the technique is to be humane, considerable skill is required; this will not be acquired in the occasional killing of a few animals. 28 10. WHY KEEP and STUDY SMALL MAMMALS? As outlined in the introductory section, there are several educational objectives for schools and colleges to justify keeping and studying small mammals. These are summarised below and more extensive suggestions are then given for work that can be carried out using small mammals as the focus of enquiry. USEFUL EDUCATION FOR KEEPING PETS AT HOME Where appropriate, pupils rarely need to be persuaded to help in looking after the small mammals in a classroom or laboratory but it is important for their general education that, at some time, all children should be exposed to the daily and weekly routine of animal care. As a result, they will: • • • • become aware of the problems that this may create, become responsible for the welfare of small mammals, develop the necessary skills involved in looking after animals, develop an awareness of, and a consideration for, the needs of living organisms. This links to the QCA Primary Scheme of Work for Citizenship, Unit 3, Animals & Us. It will be in primary schools that opportunities for such activities are most likely to arise. REMEDIAL AND GENERAL BENEFICIAL EFFECTS Small mammals generally have a therapeutic effect on all pupils and this can be particularly beneficial for children who have difficulty in establishing relations with other pupils and adults or who have mental or physical disabilities. Handling, and caring for, small mammals is emotionally satisfying and encourages learning through direct experience. AS A FOCUS OF INTEREST AND ENQUIRY Keeping small mammals, which will eventually die, is also valuable in that teachers can use the sad occasion of a death to help pupils appreciate the finite lifespan of all animals and help prepare them for the ultimate demise of school mammals, pets at home and indeed humans. Keeping small mammals can give rise to a wealth of investigatory work. For example, at Key Stages 1 and 2, activities in mathematics, English and other languages, creative writing, painting, modelling, acting and dancing are all possible, as well as the direct scientific study of the organisms themselves. Such extensive work rarely needs much prompting. It is not so easy to find time for work with small mammals at Key Stage 4, where the demands of syllabuses leave little room for additional activities. At Key Stage 3, however, there will be more scope for introducing work with small mammals, which may be used to herald more detailed studies later on, lead on to related work, or to encourage basic skills of observation, recording and handling data, suggesting hypotheses and testing them by appropriate experiments. Establishing a science or animal ‘club’ for after-school activities will also enable more extensive studies to be performed, even if by a restricted number of pupils. 29 SMALL MAMMALS AS A FOCUS FOR INVESTIGATORY ACTIVITIES GENERAL BODY FEATURES AND CHARACTERISTICS OF MAMMALS A great deal of work can arise out of simply observing the external characteristics of small mammals or features noted when handling them. HANDLING A SMALL MAMMAL What does the animal feel like? Does it feel the same all over its body? At Key Stages 1 and 2 (and the earlier years of Key Stage 3), some suggested questions that can promote careful observations and lead on to other work are listed below. (Children should be able to feel the hard spinal column beneath the skin of the animal’s back. Underneath, the abdomen of the animal has no bony protection. Work on prepared skeletons of animals and humans may develop from these observations.) What words can you use to describe the feel of the animal on your skin? (Hopefully children will comment on the body heat of the mammal, a characteristic feature of all mammals including humans. This can lead to work on keeping body temperatures steady in humans, or insulation and heat loss, particularly relating to body fur coverings.) SKIN AND FUR Is the fur the same colour and length all over the body? Is the whole body covered with fur; are there any bare patches of skin? What is the colour of the fur? Look carefully at the individual hairs; are they all the same colour? Do they have the same colour along their length? (Individual body hairs, depending on the colour of the mammal, may be quite variable. There may be an external colour to the coat but, underneath, the fur is a different colour.) Do all new-born mammals have fur? (Guinea pigs do!) Do young mammals always have the same colour fur as their parents? (Much work here on reproduction and inheritance - see later for details.) How does fur help a mammal? (As insulation to help keep the body temperature steady; to give the animal a camouflaging colour so that it will merge in with its surroundings; to give visual signals to other mammals.) NOSE AND WHISKERS (VIBRISSAE) How does the animal use its nose and whiskers? What are they used for? Why are they at the front of the body? How well can the mammal smell its food? (Lots of scope here for investigations to discover if a mammal can detect its favourite foods only by smell, with different samples in small pots covered by muslin. This can be extended to include work on the sense of smell in humans.) EYES AND EARS What colour are the eyes? Do parents and offspring always have the same colour eyes? (See later suggestions on inheritance.) How large are the eyes; how large is the pupil? Where on the head are the eyes positioned? How might this affect the animal’s ability to see things? (With eyes at the front pointing forwards, stereoscopic vision and accurate distance judgement are possible. With eyes on the side of the head there is not much overlap in the visual fields for each eye but the animals can see much further behind them without turning the head.) How does the ear help the mammal to hear sounds? Can you tell when an animal is using its ears? What shape are the ears? Where are they positioned on the head? Can the animal move its ears? How large are the ears; are they covered with fur or not? (Rabbits’ ears are furry, other mammals’ ears are not covered with fur. Is this related to loss of heat, with larger ears losing more and so needing insulation?) Any work done on a small mammal’s vision or hearing must in no way cause distress or discomfort but many observations can be made of responses to visual and sound stimuli arising out of normal activities. There is much scope for work on human vision and hearing arising out of initial observations made on small mammals. 30 LEGS, FEET AND TAILS How many toes are there on each foot? How many claws? How are the legs used in movement and feeding? Could you make a copy of the animal’s foot prints? (Scope here for comparisons with larger animals and the foot and hand prints of pupils.) How is the tail useful to the animal? What does it look and feel like? How long is it compared with the rest of its body? (The tail can be used as an aid in balancing when an animal stands on its hind legs. Tail length can be used as a measurement of growth of the animal.) BREATHING AND HEARTBEAT Pupils will often notice a mammal breathing and also feel the heart beating when the animal is being handled, but it may be necessary to direct children’s attention to these factors. How fast do the animals breathe? (Movement of the rib cage can be observed and counts per minute calculated.) Does this rate change at any time, eg, with age or exercise? How fast does the heart beat? Can it be measured? How? Why do breathing and heart rates change? (This work can easily be extended to investigations on the breathing and heart rates of humans, with pupils feeling the pulse in the wrist and counting breaths taken each minute. How exercise affects both of these can also be studied.) MAMMALIAN CHARACTERISTICS At Key Stages 3 & 4, AS and A-level, the emphasis in studying small mammals will shift to a consideration of what these animals reveal about the mammal group as a whole. Knowledge and understanding of the characteristic features of mammals is required. These can of course be taught theoretically, but it will be much better to use small mammals as the basis for direct observational work. While observing and handling the animals, students will inevitably notice the body warmth of the mammals, see the rib cage movements in breathing and feel the heart beating. These observations can easily be extended to any or all of the following. • Quantitative studies of breathing and heart rates: relating these to basic physiology, in particular the effects of activity or exercise (in the animals themselves and/or humans). • Maintenance of a steady body temperature; balance of heat losses and gains; fur as insulation. • Size and surface area - relating heat production and increased heat loss to a large surface area relative to a small body. Books that are no longer in print, but which may still be in schools and which are available from Amazon, such as Revised Nuffield Biology Text and Teachers’ Guide 2 (Longman 1975), provide excellent suggestions for supporting practical work. FEEDING AND NUTRITION At Key Stages 1-3, a simple introduction to work on feeding and teeth using small mammals as the initial focus can be developed at an appropriate level. The smaller mammals such as mice, rats and gerbils do not lend themselves so well, because of their small size, to direct studies of feeding and dentition; guinea pigs and rabbits are better. Pupils should have the opportunity of observing small mammals feeding and be able to relate this to the teeth they possess. [The availability of prepared skulls (perhaps borrowed from local secondary schools) will help here.] Pupils can then go on to compare their findings with feeding in carnivores and larger herbivores (being encouraged if possible to observe pet dogs and cats chewing meat at home, and sheep or cows feeding if the opportunity arises). Work can then be extended to human teeth and nutrition. Suggestions for questions to be raised are outlined below. How does the animal find its food? How does it feed? How does it use its legs to help in feeding? What kinds of teeth does the animal have? How many of each type are there? How does it use its teeth? (Pupils should be able to see the large cutting incisor teeth at the front of the mouth. There are no canine teeth in the small mammals kept in schools. Premolars and molars at the back of the jaw are used for grinding and crushing food.) 31 CONSUMPTION OF FOOD AND WATER How much food and water does an animal consume, each day, each week etc? Do the animals eat and drink the same amount each day? Is more water consumed at different times of the year when it is hotter or cooler? Why? Do animals, fed largely on dry foods, drink more than those eating a diet rich in fresh vegetables? How does the type and quantity of food eaten relate to the waste produced? Do all types of mammals eat and drink similar amounts? What food preferences does an animal have? How does food and water intake relate to an animal’s size? (Should size be measured in relation to the animal’s weight or its overall surface area?) Do young animals eat more for their size than adults? How much of the food consumed is used by the animal in growth and how much is removed as waste in droppings? (Food can be weighed before and after the period of study. The level of water inside the drinking bottle could be marked and the volume needed to restore the water level noted afterwards. Pupils will need to consider how much food and water is wasted by the animal and not consumed. Quantitative measurements of waste as droppings pose certain difficulties and are best made by weighing bedding material before and after the animal’s cage is cleaned out. Such measurements will, however, also include food remains that have not been eaten, as well as wastes produced by the animal. In studies of food preferences; it is essential that at all times small mammals are given a completely balanced diet, using only appropriate food materials. Much experimentation can still be carried out, however, within these restrictions.) REPRODUCTION AND GROWTH An enormous amount of work can be initiated in these topic areas at all stages of National Curriculum work but particularly at Key Stages 2 & 3. Work on human reproduction can often arise most easily out of studies of a small mammal breeding colony, (though it is crucial that sex education must be much more than a study of just reproduction in, eg, hamsters!) Some suggestions for questions to be asked are given below, which can be developed according to the age of pupils taught. How can the sexes of animals be identified? Do the pairs show any signs of courtship before mating? How many young are born in a litter? What are the sizes and features of newly-born animals? How are the young fed? Are they all suckled at the same time? Does the male help to care for the offspring? What nesting material is chosen by the female? What behaviour is seen if young animals move out of the nesting area? (Parental care can normally be observed when offspring which have strayed, or been carried inadvertently by the mother, out of the nest are retrieved.) How fast do young animals grow? Do all parts of the body grow at the same rate? Do all animals in the litter grow equally fast? Do males and females grow at the same rate? How is growth related to food intake? How does growth change with age? (As appropriate to their age, pupils can keep a diary of development for newly-born mammals, recording daily visible changes such as when eyes and ears open, when hair first appears, when solid food is first taken, when the young first leave the nest and so on. At the same time, quantitative measurements of daily growth can be made by weighing, or recording lengths (of the whole body or tail), and graphs of development produced. INVESTIGATIONS MUST AVOID DISTURBANCE AS MUCH AS POSSIBLE Pupils will often wish to make detailed observations of young animals but it is important to avoid disturbing the newly-born animals and their mother as much as possible during at least the first few days after birth. If young animals will be moved for observations or measurements, they must of course be handled very gently, removed from the nest for as short a time as possible and prevented from losing body heat to the surroundings. Some small mammals (gerbils and hamsters in particular) may kill or eat their young if disturbed, but this problem can be substantially reduced by ensuring that the female has become accustomed to being handled for a long period before the investigation. Guinea pigs are precocious when born; this is very useful for comparisons with other mammals. Rabbits should not be disturbed during the first two weeks after birth.) BEHAVIOUR Many observations of the behaviour of small mammals will be made when other work is undertaken. It may be appropriate to make some of these observations more systematic, especially by introducing a quantitative aspect, so that the length of time an animal spends on various activities is noted. 32 Detailed studies of how a mammal behaves can best be done after introducing an animal to a new cage, or after cleaning and the addition of fresh bedding. Alternatively, strange objects or new foods can be placed in the cage for the animals to investigate. Behaviour of males and females before and after birth of offspring is also worth exploring. QUANTITATIVE Observations will readily lead to an identification of various patterns of behaviour. OBSERVATIONS OF Some are illustrated below; others will include stretching, shredding materials (particBEHAVIOUR PATTERNS ularly by gerbils), retrieving young animals strayed from the nest, dust bathing and so on, as well as the obvious activities of sitting, walking, sleeping, eating and drinking. MORE ADVANCED STUDIES OF INNATE AND LEARNED BEHAVIOUR For A-/AS-level work, students may need to consider the differences between innate and learned behaviour. Learning could be investigated using a simple Y- or T-shaped maze with a food reward at the end of one arm of the maze. The time taken to run the maze successfully on each trial is recorded and these times plotted against trial number to produce a learning curve. A more-complicated maze can be used if appropriate and the time for successful completion of the maze, or number of mistakes made, is recorded each time. It is important to be able to clean the maze thoroughly between each trial so that the mammal cannot find the correct route by scent alone. (Note, however, that legal restrictions associated with reinforcement of learning, discussed below, make it difficult to carry out maze-learning investigations with complete success.) There are many examples of innate behaviour that can be investigated. For example, nipple location and suckling, mating behaviour, negative geotaxis (a young animal placed on a 45° angle slope with its head pointing downwards will normally turn and move up the slope) and retrieval by the female of young moved from the nest. The latter behaviour is particularly easy to investigate and work here is described in Experimental Animal Behaviour by Hansell & Aitken (Blackie 1977). This is also a good reference for many other suggested investigations of small mammal behaviour. In any behavioural work, it is essential that mammals are not caused any distress by the procedures used. It is in fact illegal to restrict diet in any way in order to make an animal more motivated and heighten a food reward. Nevertheless, favourite foods which are not given daily can be used to reward appropriate behaviour and may act as sufficient positive reinforcement to promote learning. Some researchers report favourably on the use of small amounts of condensed milk as a reward but it is important for the mammal that this should not form a substantial amount of its diet. Negative reinforcement must never, of course, be used to promote learning. INHERITANCE At Key Stages 1 & 2, it is probably inappropriate to attempt a formal study of inheritance with pupils but, if breeding pairs of different coat-colour varieties of mammals are kept, some discussion of inheritance will inevitably arise. Questions of the following type can be asked and basic answers obtained through direct observation. 33 INHERITANCE (cont.) Are there equal numbers of males and females in a litter? Are the colours of the animals related to their sex? Will the babies be the same colour as the mother, like the father, or sometimes in between? If the colour of one of the parents disappears in the offspring, will it reappear or is it gone for good? [For information: Coat and eye colour are controlled by genes, some of which are recessive and do not produce their effects unless an offspring inherits two of these genes - one from each parent. Thus a characteristic can be ‘carried’ in the genes of an animal but not expressed. For example, the. absence of pigment (in hair and eyes - which will be pink as a result) produces an albino. This results from a recessive gene (p). The scheme below show how albino colouring can disappear and then reappear in some animals. (The chance of having an albino offspring is 1 in 4 although, with a small litter, there might not always be an albino baby present.)] At Key Stages 3 & 4, AS and A level, this is a topic which may be investigated practically and organisms such as Drosophila or maize are best suited for use in schools. Studies of monohybrid inheritance are possible using various small mammals including mice and gerbils but they are unlikely to take place in school because of the difficulty of obtaining pure-bred strains and the demands of maintaining stock1. DISSECTION For work at Key Stages 3 & 4, and particularly in post-16 courses, some teachers may feel it is appropriate for the dissection of a small mammal to be demonstrated or even carried out by students. Teachers must make up their own minds on the matter according to the circumstances within the school and the attitudes of pupils. A joint statement, The Use of Animals and Plants in School Science, produced by the. Association for Science Education, Institute of Biology and Universities’ Federation for Animal Welfare, in part discusses the issues involved in dissection. A copy of this statement is on the CLEAPSS Science Publications CD-ROM as guidance document PS 3a. This, and document PS 3, Keeping and Using Animals and Plants: Towards a Science Department Policy, will aid in the formulation of a departmental statement on using living organisms, including the educational objectives of dissection. It is questionable and not cost effective to breed small mammals solely for the purpose of providing material for demonstration dissection. If animals are, however, killed to be dissected, it is essential that these are never animals which pupils have seen, handled, or cared for. No pupil should see, or be involved in, the killing of small mammals. If teachers feel that it is appropriate for pupils to be able to see a dissection performed, then the minimum number of animals for dissection should always be used, consistent with educational objectives. Pupils must be given the opportunity of not observing animal dissections if they wish, and no pressure should be placed on them to take part. Alternatives to animal dissection are the use of video or computer graphics; AVP has a series of Vertebrate Dissection Guides (including one on the rat) - see Appendix 2. 1 Good references for work on the genetics of small mammals are now out of print but may be in school or college libraries: Organisms for Genetics in the Educational Use of Living Organisms series (Hodder & Stoughton 1976) and Learning Genetics with Mice by Margaret Wallace (Heinemann Educational 1971). 34 APPENDIX 1 SUPPLIERS OF CAGES, RACKING etc, CONSUMABLE and MISCELLANEOUS ITEMS Pages 5-7 LABORATORY CAGES The major manufacturer/supplier of the type of laboratory cages typically used in schools is North Kent Plastic Cages. The only general school science equipment supplier that now includes (a limited range of) laboratory cages in its catalogue is Timstar Laboratory Suppliers. North Kent Plastic Cages Unit 4, Gills Court Medway City Estate Strood, Rochester ME2 4NR Tel: 01634 295888 Fax: 01634 725877 E-mail: [email protected] Web site: - Timstar Laboratory Suppliers Timstar House Marshfield Bank Crewe CW2 8UY Tel: 01270 250459 Fax: 01270 250601 E-mail: [email protected] Web site www.timstar.co.uk Page 6 DRINKING BOTTLES These may need to be ordered separately from cages and North Kent Plastic Cages above supplies suitable items, designed for laboratory cages. Try also local pet stores. Take care to select the appropriate type of nozzle for the cages in use and the animals to be housed. Pages 5 & 7 HUTCHES Local pet shops and garden centres will often have a range of wooden hutches. If it is not possible to find suitable housing locally, there are several manufacturers that can provide details of local retailers and sometimes arrange delivery. Bransby Bunny Bransby Lincoln LN1 2PH Tel: 01427-788385 Fax: 01427-787062 E-mail: [email protected] Web site: www.bransby-bunny.co.uk Rob Harvey Kookaburra House, Gravel Hill Road Holt Pound, Farnham GU10 4LG Tel: 01420 23986 Fax: 01420 23078 E-mail: [email protected] Web site: www.robharvey.com Hutch Co. 7 Sunfield, Stanningley Pudsey LS28 6DE Tel: 0113 255 9382 Fax: E-mail: [email protected] Web site: www.hutchco.co.uk D & P Marchant Pentre Bach Uchaf Llanaelhaearn, Caernarfon LL54 5BE Tel: 01758 750469 Fax: 01758 750125 E-mail: [email protected] Web site: www.dandpmarchant.co.uk Pet House Ltd 16 Towerfield Road Shoeburyness Southend-on-Sea SS3 9QE Tel: 01702 296007 Fax: E-mail Web site: - Pet Planet Co 10 Lindsay Square Deans Industrial Estate Livingstone EH54 8RL Tel: 0845 345 0723 Fax: 0845 601 2765 E-mail: [email protected] Web site: www.petplanet.co.uk 35 Page 7 EGLU HUTCH Delivery is included in the prices quoted in the text though, for Northern Ireland and the offshore islands, there may be an additional charge. Omlet Tuthill Park Wardington OX17 1RR Tel: 0845 450 2056 Fax: 01295 758118 E-mail: [email protected] Web site: www.omlet.co.uk Pages 5 & 8 PET-MARKET CAGES These are available from local pet shops but may not be particularly suitable for use in schools. The Rotastak range of hamster cages is well known and is available from several outlets. If difficulties are experienced in obtaining the equipment or spare parts, contact the distributor. Armitages Pet Products Armitage House Colwick NG4 2BA Tel: 0115 938 1200 Fax: 0115 938 1234 E-mail: [email protected] Web site: www.armitages.co.uk Page 8 TWILLWELD or WELDMESH Contact local hardware/ironmonger stores or builders’ merchants (see Yellow Pages). Page 9 FOOD HOPPERS Obtainable directly from North Kent Plastic cages; see above for address. Another supplier of hoppers is: John Hopewell 6 Hellaby Lane Hellaby Industrial Estate Rotherham S66 8HN Tel: 01709 542428 Fax: 01709 541430 E-mail: [email protected] Web site: www.johnhopewell.co.uk Page 9 LAND DRAINAGE PIPES Contact local builders’ merchants (see Yellow Pages). Pages 9-10 MOSS PEAT This must be sphagnum moss peat and not other types of peat-based compost. It must not be moistened before use. It can be purchased locally from garden centres; pet shops etc. Large bales are most economical. Pages 9-10 SAWDUST and HAY Most economical if purchased in bulk; see Yellow Pages under ‘Sawdust and shavings’ and ‘Hay & straw merchants’ for details of local suppliers. Also available from Lillico (though it is not sensible to obtain from this source unless a substantial order for these items and/or pelleted diets is placed at the same time - see discussion below under ‘pelleted animal diets’). (Pet shops are generally not recommended as a source of hay and sawdust because of the likely additional expense though, for schools which keep just one small mammal, such sources will be the most convenient and probably inevitable.) Lillico PO Box 431 RH6 0UW Tel: 01293 827940 Fax: 01293 827944 E-mail: [email protected] Web site: www.lillico-biotech.co.uk [Note: Entry to the Lillico web site (under development at the time of producing this edition) will require a password.] 36 Page 10 FULLER’S EARTH This can usually be obtained from local pharmacists as a fine powder. Page 10 DRINKING BOTTLES See details in earlier entry, relating to page 6. Page 11 DISINFECTANT A good disinfectant for animal cages is ‘Gerrard ASAB’ from Griffin Education (1 litre; catalogue number GASAB). Griffin Education Bishop Meadow Road Loughborough LE11 ORG Tel: 01509 233344 Fax: 01509 231893 E-mail: [email protected] Web site: www.griffineducation.co.uk This contains a detergent and does not attack metal, which is an unfortunate property of some other disinfectants, including bleach. Pet shops should also supply disinfectants suitable for animal cages. Page 11 RACKING FOR CAGES Specialist racking for animal cages is supplied by North Kent Plastic Cages; see address under the earlier entry on laboratory cages. Speedframe, manufactured by Dexion, and Square Tube construction system, supplied by Link 51, are suitable systems that can be used in schools and colleges to build racking to suit the space available. Details of local Speedframe stockists are available from Dexion; Link 51 supplies direct. Romstor also supplies the Square Tube system. Dexion Comino Ltd Forbes House, Harris Business Park Hanbury Road Stoke Prior Bromsgrove B60 4BD Tel: 0800 581531 Fax: 0870 2240 221 E-mail: [email protected] Web site: www.dexion.com Link 51 Ltd Link House Halesfield 6 Telford TF7 4LN Tel: 0800 169 5151 Fax: 01384 472599 E-mail: [email protected] Web site: www.link51.co.uk Romstor Ltd West Station Industrial Estate Spital Road Maldon CM9 6TS Tel: 01621 855600 Fax: 01621 875919 E-mail: [email protected] Web site: www.romstor.co.uk Page 12 HUTCHES See details in the earlier entry, relating to pages 5-7. Page 13 MEALWORMS, MAGGOTS and CRICKETS These are often available from local pet shops [or, for maggots, local fish tackle shops (but not during the period 14 March to 16 June - the close season)]. There are many other suppliers; some of the best and cheapest sources include the companies listed below. Livefoods Direct North Anston Trading Estate Houghton Road Sheffield S25 4JJ Tel: 01909 518888 Fax: 01909 568666 E-mail: [email protected] Web site: www.livefoodsdirect.co.uk 37 Monkfield Nutrition Church Farm Barn Wendy Nr. Royston SG8 0HJ Tel: 01223 208261 Fax: 01223 208424 E-mail: [email protected] Web site: www.monkfieldnutrition.co.uk Page 13 MEALWORMS, Peregrine Livefoods MAGGOTS and PO Box 45 CRICKETS (cont.) Loughton Essex IG10 2NF Tel: 01992 815181 Fax: 01992 814787 E-mail: [email protected] Web site: www.peregrine-livefoods.co.uk Pages 13 & 14 PELLETED DIETS The best source for purchases of bulk supplies is Lillico; see address in earlier entry for sawdust and hay. Lillico will deliver but there are surcharges for small orders and long-distance deliveries. Timstar Laboratory Suppliers sells pelleted diet, but only for rats and mice, in quantities of 2.5 or 12.5 kg; (see address in earlier entry on laboratory cages). Many pet stores may also supply pelleted diets, though not very economically. Page 14 SEEDS Pet shops may be used for certain types of seeds, but an excellent source of a wide variety of seeds, including sunflower, peanuts, mixed pulses, oats, barley, wheat and rice, is: John E Haith Park Street Cleethorpes DN35 7NF Tel: 0800 298 7054 Fax: 01472 242883 E-mail: [email protected] Web site: www.haiths.com Page 14 HAY See details in earlier entry. Page 14 FOOD STORAGE CONTAINERS Plastic dustbins with tightly-fitting lids, purchased locally from hardware stores (see Yellow Pages) can be used but may take up too much room. Also storage bins from Romstor and North Kent Plastic Cages; see earlier for contact details. For small amounts of diet, use plastic storage containers from supermarkets, hardware stores etc. Page 20 ANIMAL BREEDING DIETS See details in earlier references to Lillico. Page 23 FLOWERS OF SULFUR Primary schools should contact a local secondary-school science department to request a small sample. Page 27 CARBON DIOXIDE CYLINDERS Carbon dioxide is most readily available as 34, 58 and 110 litre capacity lightweight, non-refillable, aluminium cylinders. A nickel-plated brass regulator valve is also required to fit these cylinders. These CryoService cylinders are available to schools from: Scientific and Chemical Supplies Ltd Carlton House Livingstone Road Bilston WV14 0QZ Tel: 0845 165 0845 Fax: 01902 402 343 E-mail: [email protected] Web site: www.scichem.com 38 APPENDIX 2 SOURCES OF INFORMATION AVP AVP School Hill Centre Chepstow NP16 5PH Tel: 01291 625439 Fax: 01291 629671 E-mail: [email protected] Web site: www.avp.co.uk Vertebrate Dissection Guides: The Rat, 603005, £40.00 (For post-16 courses as an alternative to performing actual dissections: videos of dissections, 3-dimensional computer animations and teacher’s notes.) Animals and Us, WO7-777027, CD-ROM with free site licence, £16.80 (A CD-ROM of resources that covers the QCA Primary Scheme of Work for Citizenship, Unit 3, Animals and Us. The unit introduces children to the idea of rights and responsibilities through exploring issues of animal welfare. Included are 7 interactive whiteboard wall charts, 113 colour photographs and 31 worksheets.) EDUCATIONAL USE OF LIVING ORGANISMS PUBLICATIONS Animal Accommodation for Schools, J D Wray, ISBN 0340170492, Hodder & Stoughton 1974. Small Mammals, J D Wray, ISBN 03401 70506, Hodder & Stoughton 1974. (These useful publications, produced for the Educational Use of Living Organisms project of the former School Council, are now out of print but the information they contain is still largely relevant. They may, however, be available in school/local libraries or for purchase via Amazon or other online sources.) PEOPLE'S DISPENSARY FOR SICK ANIMALS PDSA Head Office: Whitechapel Way Priorslee Telford TF2 9PQ Tel: 01902 290999 Fax: 01902 291035 E-mail: via web site Web site: www.pdsa.org.uk Contact the head office, PDSA web site or use the local telephone directory (under ‘PDSA’) for details of local Pet Aid hospital or Pet Aid practices. To be eligible for treatment, pet owners need to live within the defined catchment area of a PDSA centre and must be receiving financial help with their housing costs. Alternatively, to confirm what help is available in your area or whether you are eligible for free treatment use the e-mail enquiry form on the web site or call 0800 731 2502. 39 PET HEALTH COUNCIL Pet Health Council 1 Bedford Avenue London WC1B 3AU Tel: 020 7255 5408 Fax: 020 7255 5454 Web site: www.pethealthcouncil.co.uk This promotes the health and welfare of pet animals in the interests of both pet and human health and provides information on choosing pets and keeping them healthy, parasites carried by cats and dogs, etc. It also has available a range of visual and printed educational materials. The former Very Useful Address List is available at the Council’s web site by clicking on the ‘Useful Contacts’ button. This provides details of all sorts of organisations and societies concerned with pets, vets, small mammal breeders and animal welfare in the UK. PETS AT HOME Pets at Home Ltd Epsom Avenue Stanley Green Trading Estate Handforth SK9 3RN Tel: 0870 194 3600 Fax: 0161 485 4846 E-mail: [email protected] Web site: www.petsathome.com This company has a large number of pet shop outlets throughout the UK. These can give face-to-face advice as well as providing information sheets. Local branches can be found via the company’s web site. Veterinary care may also be available. There is a subsidiary company, Companion Care, which has surgeries across the UK. Companion Care (Services) Ltd Manor Barn Kingston Lisle Business Centre Kingston Lisle Wantage OX12 9QX Tel: 01367 820820 Fax: 01367 820732 E-mail: [email protected] Web site: www.companioncare.co.uk To find your nearest surgery, visit the web site. SMALL MAMMAL and PET CARE INFORMATION BOOKS Various colourful books and booklets, some suitable for use with pupils, are available or have been published in the past. Many, however, are now out of print. Searches on web sites such as Ebay and Amazon should help in tracking down titles for particular animals. One company which specialises in animal information books is: Interpet Ltd Interpet House Vincent Lane Dorking RH4 3YX Tel: 01306 881033 Fax: 01306 885009 E-mail: [email protected] Web site: www.interpet.co.uk This company is a major supplier of equipment for the pet market and Interpet Publishing has over 2000 titles on pet animals, many on small mammals, in its catalogue, a copy of which is available on request. 40 UNIVERSITIES FEDERA- UFAW TION FOR ANIMAL The Old School WELFARE (UFAW) Brewhouse Hill Wheathampstead AL4 8AN. Tel: 01582 831818 Fax: 01582 831414 E-mail: [email protected] Web site: www.ufaw.org.uk This is an independent charity that works to promote the welfare of animals. It also has published various titles, most notably: UFAW Handbook on the Care and Management of Laboratory Animals, Vol 1 Terrestrial Vertebrates, ISBN 0632051310, 7tth edition, Blackwell, 1999. (This is an advanced text for reference.) 41