This video was filmed on Wednesday, June 13th at the 2012 National Geographic Explorers Symposium at National Geographic Society headquarters in Washington, D.C., United States.

Introduction
Quick! Which species pulls at your heartstrings—a tiger cub or an algae-covered sloth? A panda or a toad? When it comes to emotional attachment, global popularity, and conservation support, the fluffier your fur and the bigger your eyes, the better your chances—unless zoologist Lucy Cooke has a vote. She's on a one-woman crusade to show the world why some of the most unlovable animals are actually the most interesting and deserving of our attention, study, and protection.

Outline

• Making ugly and unloved animals popular (start-02:40 min.)
• Cooke's career and desire to tell the story of uncharismatic animals (02:41-04:52 min.)
• Using the digital revolution to broadcast the real-time adventures of the Amphibian Avenger (04:53-07:55 min.)
• The next adventure: sloths (07:56-08:48 min.)
• Video: Meet the residents of the Aviarios sloth orphanage (08:49-09:55 min.)
• Founding the Sloth Appreciation Society (09:56-12:13 min.)
• Sharing the love: fighting to save small animals as well as big animals (12:14-13:24 min.)
• Freaks and Creeps: a National Geographic Television mini-series (13:25-14:21 min.)
• Reaching an audience who cares (14:22-14:53 min.)

Strategies for Using Video in a Variety of Learning Environments

• Have students preview several of the videos and choose the one they find most inspiring. Have students describe in writing a conversation they might have with the speaker(s).
• Freeze the video on a relevant image. Have students observe details in the still image and jot down predictions of what the full video might address. Discuss students’ ideas before and after watching the video.
• Pose an open-ended question before students watch the video, and have them discuss their ideas before and after in small groups.
• Have students determine what they think the key message of this video is. Was the speaker effective in getting his or her message across?
• Show a short clip to engage students during class, and then have students watch the full video at home and write a paragraph responding to the content or a question you give them.
• Have students note statements that represent facts or opinions, including where it’s difficult to tell the difference. What further research might help distinguish facts and opinions? How might the speaker’s viewpoint compare with others’ viewpoints about a topic?