During the past century, the rhinos of Africa and Asia have been pushed out of their habitats and hunted nearly to extinction for their horns, which are believed — erroneously — to possess healing properties. Now, thanks to the efforts of conservationists and scientists, the rhinos are on their way back.

With NATURE’S Rhinoceros, wildlife filmmaker Nigel Marven brings you face-to-face with the world’s five species of rhino, each struggling, with varying degrees of success, for their continued survival. For some rhinos, the future may rely on breeding programs, such as at the Cincinnati Zoo & Botanical Gardens, where Sumatran rhinoceros Emi is now nearing the end of her third successful pregnancy, having already given birth to Andalas and Suci, the only two Sumatran rhinos ever to be born in captivity.

Weighing in at nearly 8,000 pounds, an adult rhinoceros has very few natural predators. In spite of this, rhinos are struggling to survive in the modern world. Fortunately, today’s rhinos are receiving help from a variety of sources. In this lesson, students will create a graphic representation of the rhinoceros populations. They will also examine how science is used to help maintain and increase rhinoceros populations. Finally, students will research what is being done around the world to protect rhinoceros and design a plan for an organization that will work to save a particular rhinoceros species.
Grade Level: Grades 9-12
Subject Areas: Science, Math, Language Arts
Learning Objectives

Students will be able to do the following:

• collect and organize data in a graph.
• find the melting point of a substance.
• identify an unknown using chromatography.
• research and create a plan for an organization to protect rhinoceros.

Materials:

• Computers with Internet access
• The video of the episode “Rhinoceros” from the PBS series NATURE
• “Rhinoceros Population Graph” rubric (pdf)
• “Protect the Rhino Organization” organizer (pdf)
• “Rhino Identification” chart (pdf)
• melting point determination set-up
• filter paper
• five water soluble markers
• 250 mL beakers

Bookmark the following sites:

• International Rhino Foundationhttp://www.rhinos-irf.org/index.htm

  The International Rhino Foundation is an excellent source for information about rhinos as well as links, games, and ways to get involved in saving the rhinos.

• The Rhino Resource Center
  http://www.rhinoresourcecenter.com/

  This site contains links to a variety of websites that contain information about rhinos.

• SOS Rhinohttp://www.sosrhino.com/index.php

  The SOS Rhino website contains information about saving the rhino.

STANDARDS

www.mcrel.org
Level III [Grade 9-12]
Language Arts
Writing

Standard 1. Uses the general skills and strategies of the writing process

5. Uses strategies to address writing to different audiences (e.g., includes explanations and definitions according to the audience’s background, age, or knowledge of the topic, adjusts formality of style, considers interests of potential readers)

6. Uses strategies to adapt writing for different purposes (e.g., to explain, inform, analyze, entertain, reflect, persuade)
7. Writes expository compositions (e.g., synthesizes and organizes information from first- and second-hand sources, including books, magazines, computer data banks, and the community; uses a variety of techniques to develop the main idea [names, describes, or differentiates parts; compares or contrasts; examines the history of a subject; cites an anecdote to provide an example; illustrates through a scenario; provides interesting facts about the subject]; distinguishes relative importance of facts, data, and ideas; uses appropriate technical terms and notations)

Mathematics

Standard 6. Understands and applies basic and advanced concepts of statistics and data analysis

Benchmark 1. Selects and uses the best method of representing and describing a set of data (e.g., scatter plot, line graph, two-way table)

Nature of Science

Standard 12. Understands the nature of scientific inquiry

Benchmark 4. Uses technology (e.g., hand tools, measuring instruments, calculators, computers) and mathematics (e.g., measurement, formulas, charts, graphs) to perform accurate scientific investigations and communications

Mathematics

Benchmark 6. Knows that scientists conduct investigations for a variety of reasons (e.g., to discover new aspects of the natural world, to explain recently observed phenomena, to test the conclusions of prior investigations, to test the predictions of current theories)

Standard 13. Understands the scientific enterprise
Benchmark 1. Knows that, throughout history, diverse cultures have developed scientific ideas and solved human problems through technology
Benchmark 5. Understands that science involves different types of work in many different disciplines (e.g., scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations; many scientific investigations require the contributions of individuals from different disciplines; new disciplines of science, such as geophysics and biochemistry, often emerge at the interface of older disciplines)

Time for completion: Allow about 50 minutes for research and graph creation. Additional time may be used for sharing of graphs.
The purpose of this activity is to expose students to the rhinoceros population and organize the information they find in a graph. Students will share their findings with the class.

1. Using the Interactive Map on the Nature website, and/or other Internet resources, ask students to locate data on rhinoceros populations and create a graph that represents their findings. Students may choose to report the population of rhinos over a span of years, populations of species of rhinos today, population of rhinos for a given time by country or continent, or other information that lends itself to being graphed.
2. Based on students’ skills, a review of the necessary parts of a graph may be needed. Remind students to include title, labels, units, even intervals, and key. Also, remind students that the table should be neat and easy to read.
3. Ask students to write a short news article about their findings, using the graph as a visual aid in support of the findings.

Steps
Activity One
Time for completion: About 15 minutes to watch a portion of “Rhinoceros” and hold a class discussion. The rest of the class period to create the chromatography key. One additional class period to identify the “poached” rhino through melting point determination and chromatography identification.
Scientists use sophisticated instruments to identify unknown substances. When a rhinoceros horn appears on the black market, scientists can look at its make-up and identify where the particular rhinoceros lived. One test used in this identification examines the rhino DNA and a second test uses mass spectrometry to measure amounts of carbon and nitrogen in the horn sample. In this activity students will perform two lab experiments to parallel these identification techniques. They will be asked to find the melting point of a substance that will parallel a DNA test to identify the species of rhino. Then they will identify a substance using chromatography, which will parallel the mass spectrometry test to identify the rhino’s habitat. Students will then write a conclusion paper identifying the mock poached rhino.

1. Begin by watching “Rhino” from 9:19 to 12:06.
2. After watching the program, involve students in a discussion of the program. The following is a list of questions that may be used in the discussion:
   • How are scientists able to identify where a rhino has lived?
   • How is science used to track down rhinoceros poachers?
3. Ask students to create a key for the chromatography test. Provide each student with a large piece of filter paper and a small semi-circle of filter paper. Ask students to make a hole in the center of the large filter paper. Label five different water soluble black markers with the letters A, B, C, D & E. Ask students to place one dot from each marker in a circle near the center of a piece of filter paper, and label the dots with a ballpoint pen. Next, roll the small piece of filter paper into a cone shape and place through the hole in the large piece of filter paper.
   

   Place this set-up on top of a water-filled beaker. The water will work its way up the cone-shaped filter paper, then outward from the center of the large piece of filter paper. Allow this to continue until the water nears the edge of the filter paper. This will be saved and used to identify the unknown.

4. The next day provide students with a sample of an unknown solid compound. Using established lab practices, ask students to identify the melting point of their given solid. Teacher note: The following website provides a melting point of a solid technique: http://www.wiredchemist.com/chemistry/instructional/chem_lab_melting.htmlHere are some possible compounds; however, this list may be altered depending on lab supplies.
   
5. Provide each student with a piece of filter paper with one black dot on it (using one of the five markers used the previous day.) Students repeat the chromatography set-up. Ask students to compare this chromatography with the key they created the previous day.
6. Give each student a copy of the “Rhino Identification” chart. Teacher Note: This will reflect the compounds and black markers used in class and will need to be edited according to your compounds and markers used.
7. Ask students to identify the mock poached rhino using the data collected, and then write a summary of their conclusion.

Activity Two
There is a significant movement targeting the preservation of the rhinoceros that can be seen worldwide, with a multitude of people providing aid. Law enforcement is active in protecting the existing population, while the scientific world is offering its aid through poacher identification, animal tracking and artificial insemination, as well as a great number of individuals who volunteer time and money to assist in this endeavor. In this activity, students will research what is being done around the world to protect rhinoceros and design a plan for an organization that will work to save a particular rhinoceros species.
Time for completion: One class period for explanation, discussion and research; allow 3-5 days for outside research and organization plan creation.

1. Divide the class into small groups. Assign, or let groups choose, one of the following rhinos for the assignment:
   black rhino, white rhino, Indian rhino, Javan rhino, and Sumatran rhino. Explain to students that they are going to gather information about their assigned rhino and outline a plan for an organization that will work to protect the rhino.
2. Pass out the “Protect the Rhino Organization” organizer. Take a few minutes to review the organizer with students so that they have a clear understanding of the expectations of the assignment. The organizer contains the information listed below.
   • • Rhino Species
     • Scientific name and origin
     • Physical characteristics including size, horn, and other features
     • Life expectancy
     • Social structure
     • Habitat
     • Diet
     • Current population
     • Distribution throughout the world
     • Little known facts
     • Current threats to rhino

   Gathering Rhino Information

3. Explain to students that they are going use the information they collect in the organizer to create a written plan that outlines the details of their organization.
   • • Organization Name
     • One paragraph that explains the mission of your organization and what need your organization will fill
     • A slogan or tag line for the organization
     • A logo for your organization
     • One or two paragraphs that describe the rhino and its environment
     • A map that shows the distribution of the rhino
     • A paragraph that explains the threats to the rhino
     • One or two paragraphs that outline the actions that your organization will take to protect the rhinos (Don’t be afraid to brainstorm new and unusual ideas that could be used to help protect the rhino.)
     • A paragraph that explains where you will get the money needed to operate your organization

   Items to Include in Plan

4. Students may use information from the program, the Internet, or other resources, to complete this assignment. The following websites are a good resource to use for this activity:
   • SOS Rhinohttp://www.sosrhino.com/index.php
   • International Rhino Foundationhttp://www.rhinos-irf.org/
5. Remind students that the final product needs to be neat, organized, and well written.

Assessment Suggestions
The “Rhinoceros Population Graph” rubric may be used to assess the graphs created in the introductory activity. The “Protect the Rhino Organization” report may be used to evaluate what students have learned from the assignment.
Extension Activity
According to Rhino SOS, the cost of saving a rhino is estimated at $250,000 per year. Initiate a class debate regarding this issue. Argue the justification of these costs.
About the Author
This lesson was prepared by Rebecca Walters, an associate of Digital Narratives llc. Rebecca is a graduate of Northern Michigan University and currently holds a degree in chemistry and math. Rebecca has worked as both a public school educator and an education consultant over the past fifteen years.

• create an original poem.
• discriminate between facts and myths.
• create an informative pamphlet on the impact of poaching on the rhinoceros.
• research animals near extinction or extinct and use the information to create a poster.

Materials:

• Computer with Internet access
• The video of the episode: “Rhinoceros” from the PBS series NATURE
• Paper and writing tools
• “Rhinoceros Poem” rubric (pdf)
• “Poaching KWL” chart (pdf)
• “Awareness” rubric (pdf)
• “Rhino Information” organizer (pdf)

Bookmark the following sites:

• International Rhino Foundationhttp://www.rhinos-irf.org/index.htm

  This website is an excellent source for information about rhinos, as well as links, games, and ways to get involved with saving the rhinos.

• The Rhino Resource Centerhttp://www.rhinoresourcecenter.com/
  This site contains links to a variety of websites that contain information about rhinos.
• United Nationshttp://www.un.org/works/OLD/environment/animalplanet/rhino.html

  This site contains information regarding the status of rhinos around the world.

• Think Questhttp://www.tqnyc.org/NYC063488/poaching.htm

  This Think Quest website presents both sides of the poaching issue.

• Animal World Networkhttp://www.animalworldnetwork.com/bilpoacdat1.html

  This site contains archive articles, cases and statistics relating to poaching.

STANDARDS

www.mcrel.org
Level III [Grade 6-8]
Language Arts
Writing
Standard 1. Uses the general skills and strategies of the writing process

Benchmark 6. Writes expository compositions (e.g., states a thesis or purpose; presents information that reflects knowledge about the topic of the report; organizes and presents information in a logical manner, including an introduction and conclusion; uses own words to develop ideas; uses common expository structures and features, such as compare-contrast or problem-solution)8. Writes for different purposes (e.g., to entertain, inform, learn, communicate ideas)

Benchmark 7. Writes narrative accounts, such as short stories (e.g., engages the reader by establishing a context and otherwise developing reader interest; establishes a situation, plot, persona, point of view, setting, conflict, and resolution; develops complex characters; creates an organizational structure that balances and unifies all narrative aspects of the story; uses a range of strategies and literary devices such as dialogue, tension, suspense, figurative language, and specific narrative action such as movement, gestures, and expressions; reveals a specific theme)
Benchmark 10. Writes persuasive compositions (e.g., engages the reader by establishing a context, creating a persona, and otherwise developing reader interest; develops a controlling idea that conveys a judgment; creates and organizes a structure appropriate to the needs and interests of a specific audience; arranges details, reasons, examples, and/or anecdotes persuasively; excludes information and arguments that are irrelevant; anticipates and addresses reader concerns and counter arguments; supports arguments with detailed evidence, citing sources of information as appropriate)

Reading
Standard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts

Benchmark 1. Uses reading skills and strategies to understand a variety of informational texts (e.g., electronic texts; textbooks; biographical sketches; directions; essays; primary source historical documents, including letters and diaries; print media, including editorials, news stories, periodicals, and magazines; consumer, workplace, and public documents, including catalogs, technical directions, procedures, and bus routes)

Behavorial Studies
Standard 1. Understands that group and cultural influences contribute to human development, identity, and behavior

Benchmark 2. Understands that usually within any society there is broad general agreement on what behavior is “unacceptable,” but that the standards used to judge behavior vary for different settings and different subgroups and may change with time and in response to different political and economic conditions

Life Sciences

Standard 6. Understands relationships among organisms and their physical environment

Benchmark 2. Knows factors that affect the number and types of organisms an ecosystem can support (e.g., available resources; abiotic factors such as quantity of light and water, range of temperatures, and soil composition; disease; competition from other organisms within the ecosystem; predation)

Nature of Science
Standard 11: Understand the nature of scientific knowledge.

Benchmark 2. Understands the nature of scientific explanations (e.g., use of logically consistent arguments; emphasis on evidence; use of scientific principles, models, and theories; acceptance or displacement of explanations based on new scientific evidence)

1. Write the following terms in a place visible to all students:Pachyderm – thick skinned

   Vegetarian – not meat eating

   Endangered – in danger of becoming extinct

   Herbivore – eats only plants

   Predator – an animal or other organism that hunts and kills other organisms, called prey, for food

   Extinction- the cessation of existence of a species

   Poaching – illegal hunting or fishing

2. Ask students to use the terms to create a poem about rhinos that is creative, as well as factual. Students should be instructed to include at least one of the provided terms, accurately defined, as part of the final product. Provide students with a copy of the “Rhinoceros Poem” rubric.
3. Students may use the following site to learn about different types of poems:
   Think Quest website

   http://library.thinkquest.org/6066/March/typepoem.htm
   This website contains examples of different styles of poems.

4. Allow time for students to share their poems with the class or in small groups. Poems may then be bound into a book for use as a classroom resource.

Steps
Activity One
Time for completion: One hour for viewing of the movie. One class period for research and group collaboration; one week for homework assignment; one class period for sharing of final project.
In this activity, students will work in small groups to create an informational pamphlet that details the facts and myths regarding the poaching of rhinoceros.

1. Divide the class into small groups. Remind students of the rules for working in a group.
2. Provide each group with the “Poaching KWL” chart. Ask students to fill in what they know about poaching.
3. Next, ask students to fill in what they want to know about poaching.
4. Watch the “Rhinoceros” Nature program. Ask students to record information related to poaching on their chart.
5. After viewing the program, involve students in a discussion about poaching, including the specific reasons for the poaching of rhinos. Ask students to consider the cultural influences of poaching rhinos.
6. Ask groups to continue researching poaching and create a pamphlet that examines the facts and issues of poaching. The following websites may be used as a resource for this activity:
   • International Rhino Foundationhttp://www.rhinos-irf.org/index.htm
   • Think Questhttp://www.tqnyc.org/NYC063488/poaching.htm
   • Animal World Networkhttp://www.animalworldnetwork.com/bilpoacdat1.html

Activity Two
Time for completion: One class period for research; two or three days as a homework assignment; and one-half of a class period to share posters.
The purpose of this activity is to raise awareness about extinct animals and/or animals nearing extinction by creating a poster.

1. Using the Internet or other resources, ask students to identify animals that have become extinct and/or are nearing extinction.
2. Explain to students that the United Nations has joined with Animal Planet to raise awareness about the importance of protecting endangered species and their habitat. Send students to the United Nations website
   http://www.un.org/works/OLD/environment/animalplanet/rhino.html. Tell students to collect information from this site regarding what can be done to help protect endangered animals.
3. Using the information gathered from the “Rhinoceros” program and the United Nations’ website, ask students to create a poster that raises awareness of the issue of extinction for a particular animal. The Rhino Information organizer may be used for recording and gathering information.
4. Allow time for students to share posters with classmates.

Assessment Suggestions
Rhinoceros poem may be assessed using the “Rhinoceros Poem” rubric. Pamphlets and awareness posters may be assessed using the “Awareness” rubric.
Extension Activity
Ask students to look at poaching in the United States. What kinds of poaching take place? What laws are in place? What are the consequences for breaking these laws? Ask students to look at poaching in their state and write a newspaper article summarizing their findings.
About the Author
This lesson was prepared by Rebecca Walters, an associate of Digital Narratives llc. Rebecca is a graduate of Northern Michigan University and currently holds an education degree in chemistry and math. Rebecca has worked as both a public school educator and as an education consultant over the past fifteen years.

Based on early ultrasound examinations, scientists from the Cincinnati Zoo & Botanical Garden, Emi’s home for the past 12 years, predict that the calf will be a boy, and expect his arrival at the end of April. The pregnancy is going well, says Emi’s head keeper Paul Reinhart, much like her last two pregnancies (Emi’s first five pregnancies ended in miscarriage). The zoo staff monitors Emi daily, and makes sure that she also gets daily exercise.

Suci, who was just one year old during the filming of Rhinoceros, is now a strapping 1,380-pound, four-foot-tall toddler. Although she’s just two years old, zoo scientists are keeping an eye on her reproductive status.

Suci, who was just one year old during the filming of Rhinoceros, is now a strapping 1,380-pound, four-foot-tall toddler.

“Suci is being monitored so we can learn when Sumatran rhinos reach puberty,” says Dr. Terri Roth, the vice president of the zoo’s Center for Conservation and Research of Endangered Wildlife (CREW). “She is still immature at this time and probably will be for another year or two. We will want to breed her when she does mature” — which is predicted to be when she’s about six years old — “but finding a mate will be difficult.”

That’s because only ten Sumatran rhinos are in captivity worldwide, and the only males in North America are Suci’s older brother Andalas, now at the Los Angeles Zoo and Botanical Gardens, and her father, Ipah. Artificial insemination with the semen from an unrelated male Sumatran is an option, although the use of the technology is complicated by the Sumatran rhino’s unusual reproductive biology. CREW scientists have discovered that Sumatran females don’t ovulate until after they mate with males — which would seem to make long-distance, no-contact breeding impossible. However, other induced ovulators, like the koala bear, have been successfully bred and produced babies through artificial insemination.

In the Middle Eastern country of Yemen, the horn continues to be coveted by Muslim men, although imports were banned in 1982. The material, whose luster increases with age, is used for the handles of curved daggers called “jambiya,” which are presented to Yemeni boys at age 12. Jambiya are considered a sign of manhood and devotion to the Muslim religion, and are used for personal defense. Yemeni men place great value on the dagger handles, which are commonly studded with jewels. In China, the ornamental use of rhino horn dates back to at least the 7th century AD. Over the centuries, rhino horns have been carved into ceremonial cups, as well as buttons, belt buckles, hair pins, and paperweights.

Far more pervasive, however, is their use in the traditional medicine systems of many Asian countries, from Malaysia and South Korea to India and China, to cure a variety of ailments. In Traditional Chinese Medicine, the horn, which is shaved or ground into a powder and dissolved in boiling water, is used to treat fever, rheumatism, gout, and other disorders. According to the 16th century Chinese pharmacist Li Shi Chen, the horn could also cure snakebites, hallucinations, typhoid, headaches, carbuncles, vomiting, food poisoning, and “devil possession.” (However, it is not, as commonly believed, prescribed as an aphrodisiac).

Historical mentions of other uses for the horns date back thousands of years. In Greek mythology, they were said to possess the ability to purify water. The ancient Persians of the 5th century BC thought that vessels carved from the horn could be used to detect poisoned liquids, causing bubbles in the presence of some poisons — a belief that persisted into the 18th and 19th centuries among the royal courts of Europe.

In Yemen, the rhino horn is used for the handles of curved daggers called jambiya.

Now, science is now stepping in to dispel some of the mystery and fiction surrounding the use of rhino horn.

It is believed that there may be some truth behind the rhino horn’s ability to detect poisons which is linked to the composition of the horn. Rhino horns are composed largely of the protein keratin, also the chief component in hair, fingernails, and animal hooves. Many poisons are strongly alkaline (or basic), and may have reacted chemically with the keratin.

Unlike the horns of most animals, which have a bony core covered by a relatively thin layer of keratin, rhino horns are keratin all the way through — although the precise chemical composition of the keratin will vary depending on a rhino’s diet and geographic location. This fact has allowed ecologist Raj Amin of the Zoological Society of London and his colleagues to take “fingerprints” of horn samples and determine the animal populations they came from, which has helped law enforcement officials target and crack down on poaching.

Rhino horns are not, as once believed, made simply from a clump of compressed or modified hair. Recent studies by researchers at Ohio University using computerized tomography (CT) scans, have shown that the horns are, in fact, similar in structure to horses’ hooves, turtle beaks, and cockatoo bills. The studies also revealed that the centers of the horns have dense mineral deposits of calcium and melanin — a finding that may explain the curve and sharp tip of the horns. The calcium would strengthen the horn while the melanin would protect the core from being degraded by ultraviolet radiation from the sun. As the softer outer portion was worn away over time by the sun and typical rhino activities (bashing horns with other animals, or rubbing it on the ground), the inner core would be sharpened into a point (much like a wooden pencil).

Overall there isn’t much evidence to support the plethora of claims about the healing properties of the horns. In 1990, researchers at Chinese University in Hong Kong found that large doses of rhino horn extract could slightly lower fever in rats (as could extracts from Saiga antelope and water buffalo horn), but the concentration of horn given by a traditional Chinese medicine specialist are many many times lower than used in those experiments. In short, says Amin, you’d do just as well chewing on your fingernails.

Rhino Conservation Program
http://www.cincyzoo.org/Conservation/RhinoConservation/rhinoconservation.html
Read about the captive Sumatran rhino breeding program at the Cincinnati Zoo & Botanical Gardens, and get an update on Emi and her calves.

Save the Rhinos
http://www.rhinocampaign.net
A campaign sponsored by the European Association of Zoos and Aquaria

International Rhino Foundation
http://www.rhinos-irf.org/
The IRF supports rhino conservation programs in Africa and Asia, and captive management and research programs.

Rhino Resources
http://www.rhinoresourcecenter.com
The Rhino Resources Center offers a searchable database of scientific information and popular literature on rhinos.

SOS Rhino
http://www.sosrhino.org
Rhino research and conservation programs.

Animal Bytes
http://www.sandiegozoo.org/animalbytes/t-rhinoceros.html
Rhino facts and photos from the world famous zoo.

Rhino Horns and Humans
http://nationalzoo.si.edu/Publications/ZooGoer/1997/1/hornsandhumans.cfm
From the publication of the Smithsonian National Zoological Park

Scientists Crack Rhino Horn Riddle
http://www.sciencedaily.com/releases/2006/11/061106144951.htm
New research at Ohio University explains how the horn gets its distinctive curve and sharply pointed tip.

Uses of the rhino horn
http://www.lewa.org/rhino-horn-uses.php
A brief history from the Lewa Wildlife Conservancy in Kenya.

RELATED EPISODES

ANIMAL ATTRACTIONS: AMAZING TALES FROM THE SAN DIEGO ZOO
http://www.pbs.org/wnet/nature/attractions/medicine2.html

BOOKS & PRINT

Cunningham, Carol HORN OF DARKNESS: RHINOS ON THE EDGE New York: Oxford University Press, 1997.

Hull, Mary THE RHINOCEROS Chicago: Lucent Books, 1998.

Merz, Anna, RHINO: FROM THE BRINK OF EXTINCTION. South Africa: Longhorn Publishers, 1999.

Toon, Ann RHINOS: NATURAL HISTORY & CONSERVATION Stillwater, MN: Voyageur Press, 2002.

Wexo, John Bonnett RHINOS Poway, CA: Wildlife Education, Ltd., 2000.

Narrated By
DANIEL STERN

Produced By
NIGEL MARVEN
ROB HARVEY

Assistant Producer
MATTHEW WRIGHT

Production Manager
LOUISE DAWE-LANE

Production Coordinator
FIONA SEAGER

Graphics
BIG SQUID

Composer
WILL SLATER

Writer
JEREMY EVANS

Dubbing Mixer
RICHARD CROSBY

Dubbing Editor
PAUL FISHER

Colorist And Online Editor
ADRIAN RIGBY

Editor
ROB DAVIES

Sound
JJ LE ROUX
MARK ROBERTS

Photography
PETER THORN
ALAIN COMPOST
ANDREW ANDERSON
NATHAN RIDLER

Archive Footage Courtesy Of
ITN ARCHIVE
NATIONAL GEOGRAPHIC DIGITAL MOTION

With Thanks To
CINCINNATI ZOO
WAY KAMBAS SUMATRAN RHINO SANCTUARY
IUCN RHINO SPECIALISTS GROUP
KWAZULU NATAL WILDLIFE
MKHAYA GAME RESERVE
PHINDA GAME RESERVE
KAZIRANGA NATIONAL PARK
WWF BLACK RHINO RANGE EXPANSION PROJECT
ZULULAND RHINO RESERVE

For NATURE

Series Editor
JANET HESS

Supervising Producer
JANICE YOUNG

Senior Producer
LAURA METZGER

Producer
JILL CLARKE

Associate Producer
IRENE TEJARATCHI

Production Manager
JULIE SCHAPIRO THORMAN

Production Assistant
RACHAEL TEEL

Manager
EILEEN FRAHER

Re-Recording Mixer
ED CAMPBELL

Online Editor
BRUNO PELLEGRINI

Main Title And Series Graphics
PMcD DESIGN

Original Nature Theme
ALEX LASARENKO
tonal, inc

Series Producer
BILL MURPHY

Executive In Charge
WILLIAM GRANT

Executive Producer
FRED KAUFMAN

A Production of Image Impact Ltd and Thirteen/WNET New York.

This program was produced by Thirteen/WNET New York, which is solely responsible for its content.

© 2007 Image Impact Ltd. and Educational Broadcasting Corporation All Rights Reserved

Web Credits

Director of Production
DANIEL B. GREENBERG

Producer
TANNER VEA

Production Assistant
DANIEL ROSS

Writer
KATHY SVITIL

Designer
MICHAEL DIMAURO

Creative Director
NICK MILLER

Pagebuilding
BRIAN SANTALONE

Technical Director
BRIAN LEE

Photos: Rhinoceros photos by Nigel Marven and Matthew Wright © Image Impact Ltd. Photo of Nigel Marven by Frank S. Balthis © 2006. Other photos from Rhinoceros.

Thirteen Online is a production of Thirteen/WNET New York’s Kravis Multimedia Education Center in New York City. Dan Goldman, Executive Director, thirteen.org. Bob Adleman, Business Manager.