Using These Resources

Introduction using these resources

Welcome to Victoria’s Biodiversity-Resources for Teachers. These student activities are adapted from two education resource books published by the Department of Natural Resources and Environment in 1999. More up-to-date information on these and a wide range of topics relating to environmental sustainability can be found by searching DSE’s web site: www.dse.vic.gov.au Curriculum applicability

The activities are easily adapted for the Victorian Essential Learning Standards (VELS) and VCE Geography, Biology and Environmental Science and Outdoor and Environmental Studies. Resource 1 student activities relate to VELS Levels 4 and 5 Resource 2 student activities relate to VELS Levels 5 & 6

Using these resources

Most of these student activities require the use of: Ecosystem Images and Info

Vegetation Maps pre 1950 and now (or extant)

and other information about biodiversity. (links are provided within the activities)

Acknowledgements

The Ecosystem Images were designed and produced by Roxanne Oakley, o2 Design

Published by the Victorian Government Department of Sustainability and Environment Melbourne, April 2009

© The State of Victoria Department of Sustainability and Environment 2009 This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968.

Authorised by the Victorian Government, 8 Nicholson Street, East Melbourne.

ISBN 978-1-74208-993-5 (Biodiversity Education Resource Book 1) ISBN 978-1-74208-992-8 (Biodiversity Education Resource Book 2)

For more information contact the DSE Customer Service Centre 136 186

Disclaimer This publication may be of assistance to you but the State of Victoria and its employees do not guarantee that the publication is without flaw of any kind or is wholly appropriate for your particular purposes and therefore disclaims all liability for any error, loss or other consequence which may arise from you relying on any information in this publication.

Accessibility If you would like to receive this publication in an accessible format, such as large print or audio, please telephone 136 186, 1800 122 969 (TTY), or email [email protected] Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Pick the Habitat Each Group 3. Assign one of the animals in the image (kookaburra, cow, 1 This activity introduces the concept of habitat wombat, frog, kangaroo) to each group for them to discuss and investigates differences in physical and answer the following. conditions. Suited to group work. 4. Discuss where your animal spends most of its time feeding. . (E.g. cows and kangaroo feed on the grass in the paddock; the frog feeds in or near the creek.) Background 5. Does your animal hide, nest or sleep in a different place The place where an animal lives is called its ‘habitat’. There are to where it eats? If so, which other places does it use? many different types of habitat. Some animals live all their life in (E.g. wombats feed above ground but hide and sleep just the one kind of habitat. underground in a burrow; kangaroos not only eat grass in (E.g. worms live their whole life in a small patch of soil) while the paddocks but also eat native grasses in the treed areas others live in a range of habitat (e.g. a bird may feed on the and hide and sleep in forested areas; kookaburras nest in ground but nest in a tree). tree hollows.) A spider’s habitat may be a small branchlet of one tree whereas As a class the habitat for a possum would include many trees. 6. Share the results with the class to compile a list of the Habitats include: most obvious habitat areas in the scene, then build on this to include any that may not have been identified by the ÆÆ Leaf litter layer students. ÆÆ Ground cover layer such as grasses and herbs (E.g. grass or ground cover layer; creek; clumps of trees, individual trees; dead trees; underground.) ÆÆ Shrub layer 7. Pointing to each type of habitat, discuss and compare the ÆÆ Small tree canopy physical conditions in each of these different habitats. ÆÆ Tall tree canopy (The paddock is open and exposed and has only one above- ground layer, i.e. grass. Forested areas provide protection ÆÆ Tree trunks from sun and wind and have ground, shrub and tree canopy ÆÆ Under fallen branches or under rocks layers. The creek is a freshwater habitat. An individual tree is exposed to the weather, it provides living places under its ÆÆ In the soil bark and in its trunk, branches leaves and flowers. A dead ÆÆ In freshwater tree is even more exposed to the weather but provides shelter and nesting places in its hollows.) ÆÆ In saltwater. 8. Name some other animals (small and large) that might live in The more types of habitats available within an area, the more an agricultural area like this and match them to their habitat. types of wildlife that live there. Human-created habitat is also (E.g. worms in the soil; beetles and other insects, lizards and sometimes used by wildlife. possums in the treed areas; birds nest in the dead trees, fish (E.g. bandicoots in car bodies at the Hamilton tip; animals in and insects that live and develop in water in the creek.) woodheaps.) 9. If the scene was all paddock, which of the animals could not Materials live there?

ÆÆ Class set of Ecosystem Image ‘Agricultural Area.’ Extension ÆÆ Activity 11: Life in a Tree image Using other Ecosystem Images, or posters of natural areas, identify and compare the different types of habitats in the scenes and the Extension: physical conditions in them. ÆÆ Images of natural scenes to use to identify Activity 11: Life in a Tree image. White out all the text and different habitats in that scene. arrows. Students name the animals, describe their habitat and draw an arrow to link the animal to its habitat in the scene. Activity

1. Distribute image of the ‘Agricultural Area’ to each small group, saying that this scene illustrates many different living places. 2. Explain that while the house in the scene is a living place for people (a family eats and sleeps in the house) the scene also shows many other kinds of living places for other animals.

© The State of Victoria Department of Sustainability and Environment 2008 This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Victoria’s Ecosystems 2 This activity introduces the major ecosystems in Victoria and their physical conditions. Suited to group work. . Background Activities Victoria’s Biodiversity: Ecosystem Images and Info, describe the 1. Distribute an Ecosystem Image set (11 images) to each small major types of ecosystems that occur in Victoria, and some of the group. plants and animals that live in them. 2. Focusing on one of the wall display images at a time, ask It groups Victoria’s ecosystems as: who in the class has visited a place like the one in that scene? Natural Ecosystems 3. Using List 1, students match words (description-feeling 1. The Alps associations) to each of the images. 2. Grasslands 4. Students describe some of the main characteristics of each 3. Heathlands scene. Under each image, list its scene descriptions and 4. The Mallee words from List 1. 5. Dry Forests and Woodlands (E.g. The Alps scene – ‘mountains’; ‘snow covered in 6. Wet Forests and Rainforests winter’; Wet Forests and Rainforests scene – ‘damp’; dense vegetation.) 7. Inland Waters and Wetlands 8. The Coast 5. For each scene compile a class list on the board of the characteristics of each scene. 9. Marine Environments (For simplicity and familiarity, use only the Intertidal Rocky 6. Use these images to explain that each illustrates a different Shores of the 5 marine habitat images.) ‘ecosystem’. Human-created Ecosystems 7. Read through the list of Ecosystem Names (List 2). 10. Living Areas 8. Using List 2, students match each image to the correct 11. Agricultural Areas ecosystem name. 9. As a class, summarise the main features and living conditions in each ecosystems. Materials (E.g. The Alps are mountainous and very cold and covered ÆÆ Victoria’s Biodiversity: Ecosystem Image set with snow in winter.) ÆÆ List 1: Word Match 10. Identify which ecosystems occur: a) near your school ÆÆ List 2: Ecosystem Names b) in your region. ÆÆ Map or atlas of Victoria 11. Discuss where each of these ecosystems occur in Victoria. Students match each type of ecosystem to its locations on a map of Victoria. Advance Preparation (E.g. The Alps are in the mountainous eastern part of Victoria; The Mallee is in the hot, dry north west part of

Ecosystem Images Victoria.) 1. Decide how many small groups you will divide your class into for this activity. (E.g. for a class of 28 students to work in groups of 2, you Extension will have 14 small groups.) Students use the words from List 1, and others, to write a fuller description of the main features and living conditions in each 2. Mount these images onto card and laminate. Make one set ecosystem. for each student group and one set for class display. 3. Pin the class display set of ecosystem cards onto the boards at the front of the classroom (for class activities).

List 1: Word Match List 2: Ecosystem names hot The Alps cold Grasslands wet Heathlands dry The Mallee sandy Dry Forests and Woodlands muddy Wet Forests and Rainforests rocky Inland Waters and Wetlands mountainous The Coast hilly Marine Environments flat Living Areas (cities and towns) dense tall trees Agricultural Areas scattered smaller trees very few trees grassy snow cover in winter spacious crowded natural built-up lots of yellow lots of green lots of blue lots of brown lots of flowers lots of trees lots of shrubs

Ecosystem Name Main Physical Features of the Living Conditions in this Ecosystem Ecosystem E.g. The Alps Mountainous Cold and snow covered in winter Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Characteristic Species 3 This activity helps students become familiar with some characteristic species found in each of Victoria’s ecosystems. Suited to groups/pairs.

Background Each of the images contains some of Victoria’s native plants and animals. Natural Ecosystems Human-created Ecosystems 1. The Alps 12. Living Areas Image illustrates Flame Robin, Alpine Water Skink, Image illustrates Crimson Rosella, Black Duck, Silvereye background scene with Snow Gums. at nest, Common Brushtail Possum, Gould’s Wattled Bat, Hairpin Banksia. 2. Grasslands Image illustrates Eastern Barred Bandicoot, kestral, 13. Agricultural Areas greenhood orchid, pea flower, daisy, native grasses. Image illustrates Grey Kangaroo, Growling Grass Frog, 3. Heathlands Common Wombat, Laughing Kookaburra, Prickly Moses Image illustrates native heath plants such as Common Correa (wattle), Crimson Bottlebrush. and honey-myrtle, the Heath Rat and cicada. 5. The Mallee Materials Image illustrates Western Pigmy-possum, Bearded Dragon, ÆÆ Victoria’s Biodiversity: Ecosystem Image set Mallee eucalypt (in background of image), wattle, native pea, ÆÆ Match the Species List mint bush. ÆÆ Ecosystem Sampler Species List 6. Dry Forests and Woodlands Image illustrates Sugar Glider, woodswallow, bat, echidna, ÆÆ Posters of Victoria’s native plants and animals orchid, mistletoe, ironbark trees. ÆÆ Native plant and animal references such as Gould League stickers, books, CD/DVDs 7. Wet Forests and Rainforests Image illustrates Spot-tailed Quoll, Macleay’s Swallowtail, Otway’s Black Snail, Lilly-pilly fruits. 8. Inland Waters and Wetlands Image illustrates Red-necked Avocet, Banjo Frog, Common Nardoo plant. 9. The Coast Image illustrates Pied Oystercatcher, Diamond Python, Coast Banksia, Sun-orchid, lichens. 10. Intertidal Rocky Shores Image illustrates Waratah Anemone, Sea Lettuce, Cleft- fronted Shore Crab, Neptune’s Necklace, a seastar and ampipod. 11. Other Marine Environments Images illustrate: Subtidal Rocky Reefs: Senator Wrasse, Leather Kelp, Pale Octopus, Blue Devil, Jewel Anemone, Red Velvet Fish, seahorse. Seagrass Beds: sponge on seagrass, Southern Calamari, isopod (red), unidentified crab, Banjo Ray, Rough Leatherjacket. Beaches and Soft Substrates: Stargazer, Western Stingaree, isopod, Octopus, Greenback Flounder, Volute (sea shell). Pelagic: Great White Shark, Jack Mackerel, Australian Banksias occur in a range of ecosystems. Fur-seal, Southern Calamari, Comb Jelly, Paper Nautilus and krill.

Advance Preparation Extension Species illustrated in the Ecosystem Image set. 9. Classify the animals according to: 1. Copy the Match the Species list. ÆÆ Mammal, Marsupial, Rodent, Bird, Reptile, Amphibian or 2. Pin up the posters around the room and set up ÆÆ Marine, Freshwater, Terrestial. the reference books for student access. 10. Students draw a poster or make a collage to represent each Sample species in Victoria’s ecosystems. of Victoria’s ecosystems. They should include the plants and animals that are most characteristic or unique to that 3. Copy the Ecosystem Sampler Species List. ecosystem. Activities 11. Reinforcement game. After completing Step 8, take all the plant and animal Species illustrated in the Ecosystem Image set. illustrations down, mix them up into a box and have one student at a time select an illustration from the box (without 1. Hand out an Ecosystem Image set and a Match the Species seeing what it is), then pin it under the correct ecosystem List to each pair or small group of students. and explain one of its living needs or adaptation 2. Using the references and their own knowledge, students find the native plants and animals listed in Match the Species in the Ecosystem Images. They then list these species under the ecosystem in which they found them. 3. Summarise the activity by going through the Ecosystem Image set as a class to identify the main plants and animals illustrated in each Ecosystem Image. Other sample species in Victoria’s ecosystems. 4. Explain that the plants and animals illustrated in the Ecosystem Image set are only some of the native species found in that ecosystem. Some species occur in more than one ecosystem. Their next task is to identify the most characteristic plants and animals for each ecosystem - that is, the ones that are most unique to that ecosystem or rarely found anywhere else. 5. Distribute the Ecosystem Sampler Species List and assign different ecosystems to different students or small groups. 6. Set up the reference materials or assign a homework task for students to bring in plants and animals illustrations for their assigned ecosystem. Students also research what that plant or animal needs to survive and any special adaptations it has to help it survive in that environment. 7. Once the students have completed their research, pin up an Ecosystem Image set around the room, leaving space around each image for other illustrations. 8. One ecosystem and one species at a time, students pin the plant or animal illustrations they have collected beside the correct ecosystem. They explain one of the species living needs or adaptations.

Weedy Seadragon. Activity #3 Characteristic Species

Match the species

Find the native plants and animals listed below in the Ecosystem Images. (Some may be in the background photo.) List these species under the ecosystem in which you found them illustrated in the Ecosystem Image set.

Native plant or animal Ecosystem Alpine Water Skink The Alps Ampipod (Magnified) Anemone Banjo Frog Bat Grasslands Bearded Dragon Black Duck Common Brushtail Possum Coast Banksia Heathlands Common Correa Common Wombat Crimson Rosella Diamond Python The Mallee Eastern Barred Bandicoot Echidna Flame Robin Gould’s Wattled Bat Dry Forests and Woodlands Grey Kangaroo Growling Grass Frog Hairpin Banksia Heath Rat Wet Forests and Rainforests Ironbark Trees Kestral Laughing Kookaburra Mallee Eucalypt Inland Waters and Wetlands Mountain Ash Eucalypt Native Grasses Neptune’s Necklace Otway’s Black Snail The Coast Pied Oystercatcher Pigmy-possum Spot-tailed Quoll Red-necked Avocet Intertidal Rocky Shores Seastar Weedy Seadragon. Silvereye At Nest Shore Crab Snow Gums Living Areas Sugar Glider Swallowtail Butterfly Treefern Woodswallow Agricultural Areas Activity #3 Characteristic Species Ecosystem sampler species list Alps Wet Forests Seagrass Beds ÆÆ Snow Gum and Rainforests ÆÆ Seagrass plants such as Eel Grass, ÆÆ Bogong Moth Sea Nymph and Fibre-ball Weed ÆÆ Mountain Ash ÆÆ Baw Baw Frog ÆÆ Polychaete Worms ÆÆ Alpine Ash ÆÆ Alpine Water Skink ÆÆ Sea Snails and Bivalves ÆÆ Messmate Stringybark ÆÆ Mountain Pigmy-possum ÆÆ Shrimp ÆÆ Myrtle Beech ÆÆ Flame Robin ÆÆ Crabs ÆÆ Blackwood ÆÆ Sphagnum ÆÆ Seastars ÆÆ Lilly-pilly ÆÆ Sea-horses and Sea-dragons ÆÆ Musk Daisy-bush Grassland ÆÆ Young fish such as King George Whiting, ÆÆ Blanket-leaf ÆÆ Eastern Barred Bandicoot Flounder and Mullett ÆÆ Tree-ferns ÆÆ Striped Legless Lizard ÆÆ Leadbeater’s Possum ÆÆ Bush Stone-curlew (Bird) Beaches and Soft Substrata ÆÆ Spot-tailed Quoll ÆÆ Kangaroos ÆÆ Sand Hoppers ÆÆ Native Grasses Inland Waters ÆÆ Pill Bugs ÆÆ Orchids ÆÆ Beach Worms ÆÆ Daisies and Wetlands ÆÆ Sandhoppers ÆÆ Peas ÆÆ Red-necked Avocet ÆÆ Kelp Flies ÆÆ Banjo Frog ÆÆ Soldier Crabs Heathland ÆÆ River Red Gum ÆÆ Polychaete Worms ÆÆ Native Heaths ÆÆ Swamp Paperbark ÆÆ Sea shells such as Pipis, Mud Ark, Tellins, ÆÆ Honey-myrtles ÆÆ Common Nardoo Lantern Shells and Gastropod Snails, Scallops ÆÆ Common Correa ÆÆ Sacred Ibis ÆÆ Birds such as Silver Gull, Pied ÆÆ Banksias ÆÆ Regent Parrot ÆÆ Hakeas Oystercatcher, and migratory waders such ÆÆ Kingfishers as Eastern Curlew, Curlew Sandpiper, Red- ÆÆ Grass-trees ÆÆ Fish such as Blackfish, Murray Cod, necked Stint, fish such as Toadfish, King ÆÆ New Holland Mouse Galaxias George Whiting, Greenback Flounder, ÆÆ Heath Rat Stingarees ÆÆ Dunnart The Coast ÆÆ Ground Parrot ÆÆ Coast Tea-tree ÆÆ Potaroo ÆÆ Coast Banksia Pelagic (open sea) ÆÆ Bandicoots ÆÆ Coast Beard-heath ÆÆ Plankton ÆÆ Honeyeaters ÆÆ Drooping She-oak ÆÆ Shrimps Mallee ÆÆ Hairy Spinifex ÆÆ Jellyfish ÆÆ Orange-bellied Parrot ÆÆ Squid ÆÆ Western Pigmy-possum ÆÆ Octopus ÆÆ Bearded Dragon Intertidal Rocky Shores ÆÆ Eels ÆÆ Malleefowl ÆÆ Seaweeds such as Neptune’s Necklace, Bull ÆÆ fish such as Silver Trevally, Barracouta, Jack ÆÆ Mallee Ringneck Kelp and sea lettuce Mackerel, Pilchards and Anchovies ÆÆ Regent Parrot ÆÆ Crabs ÆÆ Whales such as Southern Right and ÆÆ Pink Cockatoo ÆÆ Seastars Humpback ÆÆ Desert Banksia ÆÆ Shrimps ÆÆ Dolphins such as Bottlenose and Common ÆÆ Desert She-oak ÆÆ Barnacles ÆÆ Little Penguin ÆÆ Scrub Pine ÆÆ Anemones ÆÆ Australian Fur Seal ÆÆ Slender Cypress-pine ÆÆ Sea snails such as Limpets, Dog Winkles, ÆÆ Sea Lion ÆÆ Porcupine Grass Top Shells, Elephant Snails, Warreners, Dry Forests Abalone Living Areas and Woodlands Subtidal Rocky Reefs ÆÆ Common Brushtail Possum ÆÆ Seaweeds such as Bubble Kelp, Leather ÆÆ Fruit Bat ÆÆ Ironbark Trees Kelp, Sargassum, Giant Kelp ÆÆ Crimson Rosella ÆÆ Box Trees ÆÆ Sponges ÆÆ Crimson Bottlebrush ÆÆ Wattle Shrubs ÆÆ Corals ÆÆ Mistletoe Agricultural Areas ÆÆ Feather Stars ÆÆ Echidna ÆÆ Grey-crowned Babbler ÆÆ Crabs ÆÆ Sugar Glider ÆÆ Eltham Copper Butterfly ÆÆ Octopus ÆÆ Squirrel Glider ÆÆ Legless Lizards ÆÆ Sea Urchins ÆÆ Brush-tailed Phascogale (Tuan) ÆÆ Quail ÆÆ Abalone ÆÆ Swift Parrot ÆÆ Magpies ÆÆ Lobsters ÆÆ Grey-crowned Babbler ÆÆ Laughing Kookaburra ÆÆ Fish such as Wrasse, Sweep, ÆÆ Reptiles such as Bandy Bandy Leatherjackets, Old Wife, Port Jackson ÆÆ Willie Wagtail Shark ÆÆ Masked Lapwing ÆÆ Brolga Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Marine & Costal Ecosystems 4 This activity introduces students to Victoria’s least known ecosystems. It compares the different types of marine and coastal environments in Victoria, and their great diversity of plant and animal life. Suited to group work.

Background Activities For many people, going under the surface of the sea is like 1. Assign six groups and distribute the artwork and a Marine travelling to another planet – marine life is so very different from and Coastal Ecosystem Image set to each group. that on land. Many of us have never even heard of, let alone seen, 2. Reinforce the names of each ecosystem (written on the side the hundreds of different kinds of marine plants and animals. of the image) and, using the Marine Ecosystem Artwork, Other marine species are immensely popular, e.g. whales and explain that just which marine ecosystem occurs at a dolphins, or much sought after for food. particular place depends on the depth of water and whether (E.g. fish such as whiting, shellfish such as scallops, and there a sandy, muddy or rocky substrata (bottom). crustaceans such as lobsters.) 3. Each group places the image in sequence from land to deep Marine and coastal ecosystems listed in Victoria’s sea. Biodiversity include: (Note that some occur a similar distance from the shore; just which type of marine ecosystem occurs will depend on the ÆÆ The Coast environmental conditions.) ÆÆ Intertidal Rocky Shores 4. Students make a copy of Table 1. Read the information for ÆÆ Subtidal Rocky Reefs The Coast. (Only read out up to ‘Australasian Fur Seals spend most of ÆÆ Seagrass Beds their life at sea, but use the coasts and islands to rear their ÆÆ Beaches and Soft Substrates young.’ Modify the text as appropriate for your students, and explain new words.) ÆÆ Pelagic (open sea) 5. While you are reading, students fill in Table 1 with words to describe the environmental conditions, plants and animals Materials that live in the Coastal Ecosystem. (Each student writes down ÆÆ Class set of Marine and Coastal Ecosystem as many as they can – they do not need to try to write down Images and Info every one.) ÆÆ Marine Ecosystems Artwork 6. Students compare and compile a group list, then compile a class list. ÆÆ Table 1: Marine and Coastal Ecosystems Extension 7. Repeat this for each of the other marine ecosytems. (Each time only read as far the environment and species ÆÆ Poster(s) of marine or coastal environments. descriptions.) 8. Using the image sets and the Species in Artwork list, Advance Preparation students label each of the ecosystems and species shown in the Marine Ecosystems Artwork. Copy the Marine Ecosystems Artwork for six groups. Group work 9. Assign each group a different ecosystem. Using the class list compiled for their ecosystem, each group researches Table 1: Marine and Coastal Ecosystems information and photographs/illustrations for those species. 10. Each group prepares a class presentation about their marine Ecosystem Condition Plants Animals ecosystem, describing living conditions in it, showing photographs of the species found in it, and any interesting features or adaptations these species have for coping with life in that environment.

Label the above marine ecosystem: Species in Artwork ÆÆ The Coast Pigface, Marram Grass, Little Penguin and chick, Seaweed debris, Sand Hopper, Hooded Plover, Sandworm, Pipi, Swimmer Crab, ÆÆ Intertidal Rocky Shores Little Penguin, Pilchards; ÆÆ Subtidal Rocky Reefs Saltmarsh, Mangroves, Shore Crab, Sandworm, Pipi, Ibis, Seagrass, Black Swan, Bream, Whiting, Snail, Ghost Shrimp, ÆÆ Seagrass Beds Pelican; ÆÆ Beaches and Soft Substrates Periwinkles, Barnacles, Limpets, Sea Lettuce, Anemone, Seastar, Neptune’s Necklace, Sea Squirt, Sea Urchin, Abalone, Rock ÆÆ Pelagic (open sea) Lobster, Bull Kelp, Giant Kelp, Leather Jacket, Port Jackson Shark. Use the Species in Artwork list to label as many of the plants and animals as you can. Find out about their living requirements – what they eat, what eats them, adaptations to their environment. Activity #4 Marine Ecosystems Artwork (labelled)

Pigface

Marram Little Pen- Hooded grass guin Plover

Pilchards Swimmer Crab Little Penguin & Seaweed chick debris Sand Hopper Sandworm Pipi (magnified)

Pelican Black Swan Ibis

Saltmarsh Mangroves Seagrass

Shore Crab fish such as Bream and Pipi Whiting Sandworm

Ghost Shrimp (magnified) Periwinkles

Sea Urchin Sea Squirt Neptune’s Giant Kelp Bull Kelp Necklace Leather Jacket Barnacles Sea lettuce Limpets Anemone Abalone Seastar Port Jackson Rock Lobster Shark

Extension Excursion Students make 3D collages, models or dioramas. Marine Discovery Centre. Investigate the issues and threats to the biodiversity of marine ecosystems. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Advance Preparation Heathland Ecosystems 1. Duplicate artwork and/or prepare as an overhead. 5 Heathland ecosystems are probably not as well known to students as forest ecosystems. Activities This activity introduces students to heathland ecosystems, the rich diversity of life in them 1. Assign small groups and distribute a copy of the Heathland and some of the adaptations to living in a low Scene (or show as overhead) and a Heathland Ecosystem nutrient environment. Suited to group work. Image to each the group. Students examine the artwork and the image while the teacher reads out the Heathland text) (Explain new terms used in the text.) Background 2. Students describe the physical conditions (soil, water, Australia’s heathlands contain a very high diversity of plant life. sunlight) for life within heathlands for: The soil where they grow is low in nutrients and this has, over ÆÆ plants millions of years, led to the evolution of many kinds of plants that ÆÆ animals. are able to cope with these harsh conditions. 3. Relate the height of heathland plants in the image to the For example, the plants are shrubs rather than trees because student’s height (the plants are smaller than them). Students of the limited nutrients and water. The plants have small leaves describe the general characteristics of plants within a because there is plenty of sunlight. The hard coating on their heathland. Explain these features in terms of adaptations to leaves protects them from drying out and this reduces water loss their environment. from the leaves. Their stiff, sharp leaves deter animals from eating (E.g. to the soil, water, or sunlight conditions, coping with them. Many heathland plants have woody seed cases to protect fire.) their seed from fire. Many can re-sprout from their rootstocks 4. List some of the flora and fauna found in Victoria’s heathland after fire. ecosystems. Using the list of plant and animal compiled for Heathlands occur near the coast (sandy soils) or inland in the a heathland ecosystem, each group researches information Mallee (sandy soils) or Dry Forests (rocky soils). and sources photographs/illustrations of those species. 5. Each group prepares a class presentation on a heathland species, including features or adaptations these species have Materials for coping with life in a heathland environment. ÆÆ Class set of Heathland Ecosystem Images 6. Using the Species in Artwork list, help students match the ÆÆ Heathland information plants to their location in the artwork. Ask each group to choose a heathland animal to add to this scene, drawing ÆÆ Heathland Scene Artwork the animal at the (approximately) correct scale. Ask students to explain their animal’s living requirements – e.g. what it ÆÆ Reference books, internet, CD/DVD eats and what eats it. Share the findings from each group. artwork and/or prepare as an overhead.

Excursion Visit the remnant native heathland at the Royal Botanic Gardens, Cranbourne. Grass Tree See Also Banksia Activity 12: Fire and Habitat Management.

Sedge

Banksia

Correa Common Heath Spider Orchid

Species in Artwork Common Heath, Spider Orchid, Banksia, Correa, Sedge and Grass Tree Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Biodiversity Scene 6 Use this activity as an introduction to the diversity of plant and animal life and ways it can be classified. Suited to group work.

Background Advance Preparation The focus of this activity is on helping students appreciate the 1. Use the two artwork scenes A & B to create one scene on amazing diversity of life that occurs in Victoria, not on classifying an A3 sheet. each illustration to species level. 2. Make copies of the A3 Biodiversity Scene for each small The Biodiversity Artwork scene A shows group, or make as two A4 overheads. representatives of: 3. Make copies of Table 1 & Table 2 artwork and/or prepare as ÆÆ Terrestial biodiversity an overhead. ÆÆ Freshwater biodiversity ÆÆ Marine biodiversity. Activities 1. Distribute Ecosystem Image sets and artwork scene to each Impacts shown in Biodiversity Artwork scene B small group. include: 2. Students look through the Ecosystem Image set then ÆÆ Introduced animals – fox, cat, rabbit, starfish, worm carefully examine the artwork scene. What native plants ÆÆ Erosion from land clearing and animals can they find in the illustration? Students use ÆÆ Weeds Table 1 and list as many as they can under each of the Table headings. ÆÆ Oil slick (Explain that the plants and animals in the artwork scene are ÆÆ Drains with polluted water not drawn to scale. Some are actually microscopic in size, ÆÆ Microscopic algae that occur in polluted water e.g. microscopic algae in the freshwater section.) ÆÆ Litter, including plastic items. 3. List the plants and animals according to the type of ecosystem they occur in: Materials ÆÆ Terrestial ÆÆ Freshwater ÆÆ Class set of Heathland Ecosystem Images ÆÆ Marine. ÆÆ Heathland information 4. Students use Table 2 and list the human activities they can ÆÆ Heathland Scene Artwork identify in the scene. They explain any positive and negative impacts, if any, that these human activities could cause for ÆÆ Reference books, internet, CD/DVD native plants, animals and ecosystems.

Table 1: Diversity Flowering Plants Conifers Ferns Moss Fungi Algae

Invertebrates Fish Frogs Reptiles Birds Mammals

Table 2: Human Impacts Human activity or product Impact on environment (if any)

© The State of Victoria Department of Sustainability and Environment 2008 This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968. Activity #6 Biodiversity Artwork Activity #6 Biodiversity Artwork Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Activities Benefits of Global 1. Organise students into small groups. Distribute the 7 Biodiversity Links Artwork to each group. Explain that this Biodiversity artwork shows some ways that people use plants, animals Global biodiversity affects us in many and varied and natural environments. ways. This introductory activity investigates how. 2. Ask students to draw up columns as shown in Table 1. Suited to group work. 3. Using the artwork as a stimulus, students list (in column 1 of Table 1) the things they have personally used so far that day that are connected either with plants, animals or a natural Background environment. As far as they can, students also identify just The benefits to people of the world’s biodiversity includes: which species of plants and animals they have used (in column 2). ÆÆ Food ÆÆ Drink 4. Distribute the ‘Biodiversity in Your Backyard’ article for students to read (or read it out to them). Discuss the ÆÆ Medicine examples to make sure students understand the food chain ÆÆ Shelter and furniture (timber) links and aeroplane analogy. After this, students add any ÆÆ Fuel (timber, dung) additional species they have used that day to their lists in ÆÆ Clothing Table 1. ÆÆ Recreation and tourism 5. As a class, discuss the students’ lists: the species they used ÆÆ Cultural identity and the ways they use them. Which of these benefits of biodiversity are essential for their needs? Which are luxuries? ÆÆ Commercial products (e.g. oils, resins, waxes, latex, glue, cosmetics) 6. In what ways does Victoria’s biodiversity affect their life? ÆÆ Cut flowers and garden plants What native species, ecosystems and natural processes do we directly benefit from? Do a super-market survey to Æ Æ Natural pest control identify native species used for food. ÆÆ Nutrient cycling 7. Discuss the statement ‘Biodiversity is the Earth’s insurance Æ Æ Clean water policy.’ ÆÆ Fresh air National and international action on biodiversity ÆÆ Healthy soil ÆÆ Inspiration to people 8. In 1992, around the world, the global Convention on Biological Diversity came into force. It is an international Æ Æ Pollution breakdown (e.g. conversion of carbon dioxide); agreement, negotiated under the umbrella of the United ÆÆ Climate stability (plants play a role in the water cycle and Nations, to conserve biodiversity. In line with the Convention, oxygen production). in 1996, Australia’s Federal, State and Territory Governments launched a joint national strategy to conserve Australia’s biodiversity. Materials Show students the Victoria’s Biodiversity Strategy. Explain it ÆÆ Biodiversity Links Artwork is part of the Victorian Government’s response to the global ÆÆ Biodiversity in your Backyard Article Convention on Biological Diversity. ÆÆ Table 1: Global Biodiversity Benefits; set of Heathland Ecosystem Images Acknowledgement ÆÆ Victoria’s Biodiversity Strategy ‘Biodiversity in Your Backyard’ article reproduced with permission from Life and Living Together – Plants and Animals. Education Service, Royal Botanic Gardens. Advance Preparation 1. Copy the artwork and article for small group work. Excursions Melbourne Zoo Education Service. Royal Botanic Gardens, Melbourne

See Also Activity 8: Victoria’s Biodiversity.

Table 1: Global Biodiversity Benefits

Benefits Plants, Animals, Microbes or natural enviironment that provides it E.g. Clothing Cotton from plant; silk from silkworm; wool from sheep Biodiversity in Your Backyard – It’s a Jungle Out There! By David Mussared

Here’s a trick question: how many animals do you depend on every day to stay alive? How many plants? And what about other living things?

You might eat bacon for breakfast so that’s pigs. You might have it with eggs on toast, so that’s chooks and wheat and yeast. You’ve got to digest it, which means those micro-organisms in your gut. Of course pigs eat plants and other stuff, and so do chooks. The plants grow in soil, so that’s worms and fungi and nematodes and bacteria and insects and micro- crustaceans and all the other soil critters.

The answer to the trick question (well maybe it wasn’t that tricky) is that you depend in one way or another on millions of fellow species every minute of every day just to stay alive. And they depend on you too. You’re tangled in the Earth’s food web as surely as if you were a yabby or an apple tree.

It’s an easy thing to forget. Humans live in a world of plastic and concrete; we don’t think of ourselves as being part of all that messy eat-and-be-eaten stuff but even your own backyard is a miniature jungle.

Several years ago a researcher at Macquarie University, Andrew Beattie, tried to count how many species live in an average Sydney backyard. All the plants and animals: birds, insects, worms, spiders; micro-organisms and so on. Professor Beattie counted at least 4,620 different species living in just one suburban backyard. Almost certainly, he says, there are many thousands more species he missed.

So here’s another question. How many of those millions of species which we depend on every day could we actually do without? Surely we don’t need them all.

Well. Maybe we could get by without one or two species of beetle. And if all the pigs were gone we could eat mutton. Probably we could manage without bread. Or at least we could get by on just one variety of wheat – surely we don’t need all those endless different strains?

Some estimates say 10,000 species are vanishing each year. The truth is no-one really knows.

Imagine you are on an aeroplane. As you climb on you see a work crew pulling out rivets from the wing. No problem, they explain, the ‘plane doesn’t depend on any single rivet for its strength.

How many rivets would you let them take out before you refuse to board the ‘plane? That’s what biodiversity (or biological diversity) is all about - conserving the variety of life on Earth for future generations.

Who knows what species might come in handy one day? Who knows, for example, what strain of wild grass might one day be crossed with wheat to make it resistant to a new pest, maybe a pest which doesn’t even exist yet? Who knows what life-saving drugs might one day be extracted from Australia’s native plants and animals? Biodiversity is the Earth’s insurance policy.

Thousands of organisms which at first appear to have nothing to do with humans - grubs in the ground, floating plankton way out at sea, trees growing in distant forests, all actually help clean and recycle the air, water and soil that we depend on for our survival.

Reproduced with permission from: Life and Living Together – Plants and Animals. Education Service, Royal Botanic Gardens, Melbourne. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Victoria’s Biodiversity 8 Use this activity as an introduction to Victoria’s rich biodiversity. Suited to group work.

Background 4. Each pair of students carefully examines each image and place a tick in their Table 1 beside the appropriate category The introduction in Victoria’s Biodiversity: Our Living Wealth (e.g. bird) for each example they are able to find in the describes what biodiversity is and outlines international, national images. After examining all the images, they tally their and state government strategies that have been put in place to count. (The acknowledgments page lists the common and conserve it. Victoria’s Biodiversity Strategy relates specifically to scientific names of all the illustrated species. The aim is native plants, animals and ecosystems. not for students to identify every species illustrated but to become more familiar with the diversity of Victoria’s plants and animal life.) Materials 5. Discuss this definition of biodiversity used in Victoria’s ÆÆ Table 1: Biodiversity Count Biodiversity Strategy: ‘The variety of all life forms – the different plants, animals and micro-organisms, the genes ÆÆ Class sets of Victoria’s Biodiversity: Ecosystem they contain, and the ecosystems of which they form a part.’ Images Ask students to identify some Victorian examples, or ÆÆ Victoria’s Biodiversity: Our Living Wealth, potential examples (plants, animals, micro-organisms and Introduction ecosystems) to illustrate the above definition. ÆÆ Acknowledgements

Advance Preparation 1. Copy Table 1 for groups of two.

Activities 1. Read Victoria’s Biodiversity: Introduction to the class. Leadbeater’s 2. The students complete column 2 of Table 1. Possum 3. Distribute an Ecosystem Image set to each pair of students.

Table 1: Biodiversity Count Biodiversity Total Number in Victoria Illustrated in Image Sets mammals birds fish reptiles amphibians invertebrates fungi algae

© The State of Victoria Department of Sustainability and Environment 2008 This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Activities National Park Auction 1. Give each person a character card and an Auction Sheet. 9 This activity highlights the interdependence of 2. Each participant selects from the Auction Sheet the items all living and non-living things through a game their character needs most in the National Park, whether it of managing a National Park. be for survival, financial or purely pleasurable reasons. Game Instructions Background The game is run like an auction with the teacher as auctioneer. During the auction game participants soon realise they are Each character is given $1,000 to spend during the game. competing for the same resources. During the auction, question bidders as to why they chose particular aspects. Did they think some-one else could have made a bid? Establish how the needs of each character could be met. Materials Debrief ÆÆ Auction Sheet Encourage students to suggest ways of establishing management ÆÆ Character Cards practices that best suit all the park user groups.

Extension Advance Preparation Different characters receive different amounts of money 1. Enlarge the Character Cards and distribute one for each depending on their influence in the environment. student. (E.g. koalas, because of their perceived cuteness value may receive 2. Copy the Auction Sheet for each student. more money than mosquitoes.) Add management issues relevant to a park near you. (E.g. domestic animals, pest plants, over-grazing by kangaroos.)

Acknowledgement Activity reproduced with permission from the Education Officer, Wilsons Promontory National Park.

Character Cards (sample only) Director, National Parks Shop proprietor Ranger

School group Bushwalker Family

Tourist company Rock climber Endangered species

Wombat Wallaby Rosella

Aboriginal community International tourist Elderly visitors

Orchid Banksia Manna eucalypt

Koala Mosquito Bus company

Fox Feral cat Person with limited mobility

Items Available funds Top bid Purchaser

1. Extensive grasslands

2. Well being of all animals and plants

3. Old trees with plenty of hollows

4. Friendly, fun-loving tourists

5. Rubbish-free environment

6. Well appointed amenities

7. Wide variety of indigenous trees

8. Good weather

9. More bitumen roads

10. Increased access to other areas of the park

11. Safe from cars

12. Habitat for burrows

13. Supply of small animals to eat

14. Protection from predators

15. Fire

16. Attractive natural environment Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Playing the Game Coastal Rummy 5. Each small group should arrange themselves in a circle. 10 Coastal habitats in Victoria are particularly diverse. This activity familiarises students One person shuffles the deck of cards and deals each person with some of the plants and animals that are in the group five cards. The remaining cards are placed face representative of a range of Victoria’s coastal down in the centre of the circle.

ecosystems. Suited to group work. The game is played as is Rummy. Working around the circle students take turns to pick up a card from the centre pack and discard an unwanted card. The aim of the game is to Materials collect a complete set of habitat cards (cards of a similar colour, i.e. habitat type. Once students have at least three ÆÆ Coastal and Marine Habitat Cards cards in a habitat series, they can during their turn place ÆÆ Light card (for use in photocopier) them on the table. Other students may add to established habitats only if they have an appropriate card (that isn’t ÆÆ Coloured pens, textas or pencils already there). When the ‘pick-up’ deck runs out, the ÆÆ Scissors ‘throw-out’ deck can be turned over in order for the game to continue. The winner is the person that gets all of their cards ÆÆ Butchers paper, whiteboard or blackboard on the table quickest. At this point they call out ‘HABITAT!’.

Advance Preparation Extension Prepare four sets of cards for each group as 1. Have a brainstorming session to ask students to arrange each group of animals in a food chain. follows: 2. Generate you own playing cards using the animals in the 1. Enlarge the Coastal and Marine Habitat Cards master to A3 food chains. Play the game as above but instead of just size using a photocopier. collecting groups of cards within a habitat type, students 2. Cut the enlarged copy down the middle to form two A4 collect and place cards in their correct food chain sequence. sheets. 3. Create Habitat cards for another ecosystem. 3. Photocopy each A4 master onto light card, making enough copies of each for half the class. Acknowledgment One each of the two different A4 sheets forms one set of cards. Activity reproduced with permission from CoastCare/Coast Action, DSE. Activities 1. Divide the class into groups of four (the size can be varied to 3 or 5 students). 2. Give each group two sets (four A4 sheets) of cards. 3. Using textas or pencils, students colour the top strip of each card that states the habitat type (e.g. cliffs) in the colours listed in the Colour Key table below.

Colour Key Mud flats. . . . Brown Mangroves . . .Green Cliffs ...... Purple Beach ...... Yellow Dunes ...... Orange Marine ...... Blue

4. After all the strips have been coloured they can be cut along the hatched lines to form individual cards.

Mangroves Mangroves Mangroves Mangroves We can be found in tidal areas on We can be found in tidal areas on shel- We can be found in tidal areas on shel- We can be found in tidal areas on shel- sheltered coastlines of Victoria. We are tered coastlines of Victoria. We are gener- tered coastlines of Victoria. We are gener- tered coastlines of Victoria. We are gener- generally flooded by salty water twice ally flooded by salty water twice a day. We ally flooded by salty water twice a day. We ally flooded by salty water twice a day. We a day. We have thick matted roots that have thick matted roots that are exposed have thick matted roots that are exposed have thick matted roots that are exposed are exposed at low tide. When they are at low tide. When they are underwater our at low tide. When they are underwater our at low tide. When they are underwater our underwater our roots form an important roots form an important habitat for many roots form an important habitat for many roots form an important habitat for many habitat for many small fish and shellfish. small fish and shellfish. small fish and shellfish. small fish and shellfish. Little Pied Cormorant White Mangrove Tree Snapping Shrimp Shellfish Dunes Dunes Dunes Dunes We are large strips of sand that can be We are large strips of sand that can be We are large strips of sand that can be We are large strips of sand that can be found behind beaches along the Victorian found behind beaches along the Victorian found behind beaches along the Victorian found behind beaches along the Victorian coast. Our protected ridges, furthest away coast. Our protected ridges, furthest away coast. Our protected ridges, furthest away coast. Our protected ridges, furthest away from the coats, provide a home to a large from the coats, provide a home to a large from the coats, provide a home to a large from the coats, provide a home to a large diversity of plants and animals while the diversity of plants and animals while the diversity of plants and animals while the diversity of plants and animals while the ridges closest to the ocean are exposed to ridges closest to the ocean are exposed to ridges closest to the ocean are exposed to ridges closest to the ocean are exposed to salt and wind. Only the hardiest of plants salt and wind. Only the hardiest of plants salt and wind. Only the hardiest of plants salt and wind. Only the hardiest of plants can survive there. can survive there. can survive there. can survive there. Swamp Rat Little Penguin Coast Wattle Spinifex Grass Cliffs Cliffs Cliffs Cliffs We can be found along several sections We can be found along several sections We can be found along several sections We can be found along several sections of Victoria’s coast. The types of plants that of Victoria’s coast. The types of plants that of Victoria’s coast. The types of plants that of Victoria’s coast. The types of plants that grow on us varies with the types of rocks grow on us varies with the types of rocks grow on us varies with the types of rocks grow on us varies with the types of rocks that we are made of, and they have to be that we are made of, and they have to be that we are made of, and they have to be that we are made of, and they have to be tolerant of salt spray, wind and waves. tolerant of salt spray, wind and waves. tolerant of salt spray, wind and waves. tolerant of salt spray, wind and waves. On plunging cliffs plants are usually On plunging cliffs plants are usually only On plunging cliffs plants are usually only On plunging cliffs plants are usually only only found on the cliff tops and crevices. found on the cliff tops and crevices. found on the cliff tops and crevices. found on the cliff tops and crevices. Cushion Bush Coast Banksia Brown Antechinus Diving Petrel Beaches Beaches Beaches Beaches We are large expanses of sand that meet We are large expanses of sand that meet We are large expanses of sand that meet We are large expanses of sand that meet the sea. We are exposed to sea spray, the sea. We are exposed to sea spray, the sea. We are exposed to sea spray, the sea. We are exposed to sea spray, wind and salt and offer few nutrients to wind and salt and offer few nutrients to wind and salt and offer few nutrients to wind and salt and offer few nutrients to the hardy plants that grow on us. You the hardy plants that grow on us. You the hardy plants that grow on us. You the hardy plants that grow on us. You won’t find many plants growing on us won’t find many plants growing on us won’t find many plants growing on us won’t find many plants growing on us but you will find mounds of washed up but you will find mounds of washed up but you will find mounds of washed up but you will find mounds of washed up seaweed on the sand that is home to seaweed on the sand that is home to seaweed on the sand that is home to seaweed on the sand that is home to many tiny animals. many tiny animals. many tiny animals. many tiny animals. Seaweed Sand Hopper Sea Snail Crab Marine Marine Marine Marine I am made up of the sea water and ocean I am made up of the sea water and ocean I am made up of the sea water and ocean I am made up of the sea water and ocean floor. Under the surface you are likely to floor. Under the surface you are likely to floor. Under the surface you are likely to floor. Under the surface you are likely to see great expanses of sand covered with see great expanses of sand covered with see great expanses of sand covered with see great expanses of sand covered with meadows of sea grasses and underwater meadows of sea grasses and underwater meadows of sea grasses and underwater meadows of sea grasses and underwater reefs and rocky ledges. Thousands of ma- reefs and rocky ledges. Thousands of ma- reefs and rocky ledges. Thousands of ma- reefs and rocky ledges. Thousands of marine animals make there home here, from rine animals make there home here, from rine animals make there home here, from rine animals make there home here, from tiny microscopic algae to giant whales tiny microscopic algae to giant whales tiny microscopic algae to giant whales tiny microscopic algae to giant whales that visit my warm waters to breed. that visit my warm waters to breed. that visit my warm waters to breed. that visit my warm waters to breed. Sea Grasses Mud Crab Scallops Fish Mud Flats Mud Flats Mud Flats Mud Flats We can be found along flat sheltered We can be found along flat sheltered We can be found along flat sheltered We can be found along flat sheltered areas of the coats, particularly bays, inlets areas of the coats, particularly bays, inlets areas of the coats, particularly bays, inlets areas of the coats, particularly bays, inlets and river estuaries, and are periodically and river estuaries, and are periodically and river estuaries, and are periodically and river estuaries, and are periodically flooded by the sea. The low dense vegeta- flooded by the sea. The low dense vegeta- flooded by the sea. The low dense vegeta- flooded by the sea. The low dense vegetation that lives here is adapted to living in tion that lives here is adapted to living in tion that lives here is adapted to living in tion that lives here is adapted to living in the salty waterlogged soils. Lots of wader the salty waterlogged soils. Lots of wader the salty waterlogged soils. Lots of wader the salty waterlogged soils. Lots of wader birds visit to feed on shellfish and insects birds visit to feed on shellfish and insects birds visit to feed on shellfish and insects birds visit to feed on shellfish and insects that live in the mud. that live in the mud. that live in the mud. that live in the mud. Squirter Worm Red-necked Avocet Salt Bush Soldier Crab Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Where do all the animals Activities 11 1. Distribute the artwork to small groups. go? 2. Students read the descriptions around the ‘tree habitat’ illustration. Discuss where each animal lives, what each of This activity investigates inter-relationships and these animals eat, and what in turn eats them. how plants and animals respond to fire. Suited to group work. 3. Students complete columns 1 – 4 of Table 1. 4. Explain low and high intensity fires. Background 5. Imagine a low intensity fire burns the tree and its surroundings. Choosing the spider, possum, owl and lyrebird Fire is one of the factors which affect Victoria’s biodiversity. as examples ask students whether that animal might survive It alters vegetation and habitats and in doing so creates new the actual fire. opportunities for some species while adversely affecting others. 6. Repeat Step 5, imagining a high intensity fire. A bushfire or wildfire is a high intensity fire that usually burns all the way to the tree canopy, burns very hot and moves fast. A low 7. Which of the other animals in the Life in a Tree illustration intensity burn usually only burns the ground and shrub layer and can move quickly enough to escape a fire. Students complete the base of trees, and moves at walking pace. It is nowhere near column 5 of the table. as hot as a wildfire. 8. Repeat Step 7 for slow moving animals, and complete Fuel reduction burns (low intensity fires) are conducted by DSE column 6 of the table. and Parks Victoria staff to reduce the level of ground litter (fuel) 9. Which other native animals do you think would survive a fast in some reserves. They are carried out in either spring or autumn moving fire? Why? when the weather is mild and the chance of the fire escaping is small. If the fuel such as grass and shrubs are removed before the 10. During a fire, what might each of the fast and each of the summer period, any fire that started during the hotter months slow moving animals you have listed do? Where would they would be easier to control. seek shelter?

Materials Extensions 1. Visit a park or forest (or Cranbourne Botanic Gardens) that ÆÆ Life in a Tree Artwork; has had a fire through it either recently, one or two years ÆÆ Table 1: Animals and Fire. ago, five years ago, or ten years ago. What signs are there that a fire has been through (e.g. burnt out or blackened Advance Preparation tree trunks)? Are there lots of seedlings, or regrowth? 2. For other information on fires and the environment visit 1. Enlarge and reproduce the Life in a Tree artwork for each the fire education pages on DSE’s website. Fire and Other group. Emergencies. 2. Copy Table 1 for groups. Acknowledgment Information and activities adapted from Bushfires: Resource Material for Upper Primary. NRE. 1997

See Also Activity 12: Fire and Habitat Management.

Table 1: Animals and Fire. Animal Where it is Are there any What does it Moves quickly? Moves Slowly? found on tree? other places it eat? (tick) (tick) might live? E.g. Spider Under the bark. Under rocks, logs, Insects. shrubs.

Owls sleep in tree hollows during the day, but at Possums eat the flowers, fruits and leaves night come out to prey on rats, mice, frogs and of many trees and shrubs, and nest in tree other small animals. hollows caused by decay. Decay can be formed by bacteria, termites, fire damage or branches breaking off.

Termites chew on the dead, inner wood of the tree, Koalas have hard cushions creating hollows for birds and instead of tails, so they can mammals to nest in. Honeyeaters use their long tongues sit comfortably in the fork of to feed on the blossoms and insects a tree. Koalas will only chew among the leaves. on the leaves of gum trees. Bats are very common in forests. They nest in large tree hollows and caves, and come out at night to feed on insects.

Gliders, like other possums, sleep in tree hollows. Gliders have a layer of skin between their paws which allows them to glide between trees.

Treecreepers hops up the tree and use their strong beaks to Tree Frogs climb by using pads snatch insects on their toes which act like suction from cracks in Spiders live caps. Their body markings blend the bark. under the in with the colours of the bark, so bark of the they can hide from the birds and trunk during snakes which could eat them. the day, hiding from the birds and Lyrebirds search through mammals the fallen leaves for worms that feed and ants to eat. on them. Lizards shelter under logs or rocks at night, but need to come out during the day to keep warm. Antechinus, a small marsupial, builds its nest in hollow logs, and comes out at night to search for insects on the ground. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Fire and Habitat Advance Preparation 1. Copy the Fire, Plants and Animals information sheet 12 Management andblank map of Victoria for small group work. This activity explores the concept of habitat and investigates the affects of fire on habitat and Activities species. It also illustrates the diversity of species 1. Distribute the copies of the blank map of Victoria and the in terms of the ways they respond to changes information sheet to small groups, along with an atlas or caused by fire. Suited to group work. map of Victoria. 2. (Optional) Use a banksia cone from a garden to illustrate Background what a woody banksia cone looks like and where the seeds are located. Fire has been part of the Australian environment for many thousands of years and so many native plant and animal 3. Students read the information and use a map of Victoria to communities have evolved with fire. find the locations listed in the information sheet describing where the plants and animals are found. Fire is a natural part of the maintenance of many of Australia’s native ecosystems. The Department of Sustainability Environment 4. Students mark each of the locations of these plants and is responsible for preventing fires from starting and spreading, animals on their blank map of Victoria. fighting fires, and using fire to protect and maintain native plant 5. On their map students write down the name of the relevant and animal requirements. plant or animal beside each location and how often it needs Fire is used in the management of rare and threatened species fire. and communities. However the timing (which season it occurs in), 6. Students develop an icon for the species near their location frequency and intensity of these fires must be matched closely to on the map. the needs of plants and animals. 7. What would happen to the Desert Banksia if a large area of Flora Desert Banksias in Big Desert National Park was: Fire is used to: ÆÆ burnt in 2000 and again in 2011? ÆÆ Regenerate communities that rely on being burned ÆÆ burnt in 2000 and not again until 2055? for regeneration to occur (e.g. heathlands and native grasslands). ÆÆ burnt in 1998 and 2008? ÆÆ Remove pest plants and environmental weeds by either 8. What would happen to the numbers of the Smoky Mouse destroying the unwanted plants or causing the germination if there was no fire in the heathland at Mt William for 30 of unwanted plants so they can be identified and removed. years? Explain why. (E.g. unwanted pine seedlings, the invasive Coast Wattle.) 9. As a class, summarise how fire can be used to help some Fauna native animals. Because animals rely on plants for food, shelter and breeding requirements, the use of fire affects animals as well. Acknowledgment Information and activities adapted from Bushfires: Resource Fire is used to: Material for Upper Primary. NRE. 1997. ÆÆ Change an area so that the needs of specific animals are met. (e.g. change an area to promote the growth of different See Also types of vegetation, or for shelter or breeding requirements.) Activity 11: Where Do All the Animals Go?

Materials

ÆÆ Fire, Plants and Animals Information Sheet ÆÆ Blank map of Victoria ÆÆ Map of Victoria or Atlas ÆÆ Reference materials on native plants and animals ÆÆ Banksia seed cone from a garden (optional)

Ground Parrot Button Wrinklewort This bird is found in East Gippsland, Carlisle State Park near the There are not many of this funny named flower left but some can Otways and along the south-west coast of Victoria. It requires fire be found in the south-west of Victoria near Lara, Bannockburn, to maintain its heathland habitat. Rokewood and Wickliffe. This flower needs fire every three years (not too often) to clear away other plants growing over it. Smoky Mouse Desert Banksia This mouse lives in the Mt William area of the Grampians National Park and also in heathland along the coast of East Gippsland. It These plants grow in the Big Desert National Park and Wyperfeld feeds on plants that grow after a fire has occurred. National Park. They only regenerate from seed and they only flower and set seed after 7 years. Fire is needed to dry out the Coast Wattle woody seed cones and release the seeds. This must occur before This native shrub grows so well that it has become a weed in the the plant dies naturally after 40-50 years. absence of fire along the south-west coast of Victoria, especially near Portland. Fire is used to remove the adult wattle plants and seedlings. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Change in Victoria’s 13 Ecosystems This activity helps students visualise the changes in the amount of native vegetation in Victoria from pre-European settlement to present day.

Background Advance Preparation Colour maps of Victoria’s vegetation cover: Pre-1750 and now. 1. Copy the two vegetation cover maps (Pre 1750 and now) for students to view. The maps may initially appear complex but the maps can be simply used to visually convey: ÆÆ that Victoria has many different types of native vegetation Activities 1. Distribute an Ecosystem Image set to each small group. Each ÆÆ the change in the area of native vegetation types between group finds the image of the ecosystem to be investigated, 1750 and now - select bright colours from the legend to e.g. Dry Forests and Woodlands. compare areas between the two maps 2. Explain which colour that vegetation type is represented by ÆÆ the vegetation types that were in your region (or a selected on the maps, and that the two maps represent the areas region) Pre 1750 and what is there now of Victoria where this vegetation type occured in 1750 and Select a few strongly coloured Vegetation Types to compare the now. What obvious change can they see in the amount of area covered in 1750 and now. this colour on the two maps for the selected ecosystem. What does this tell them about this vegetation type? E.g. 3. Repeat for other selected ecosystems. Bright green = Forests (Wet or Damp Forests) 4. Which ecosystems appear to have changed in area the most/ Dark Yellow = Box-Ironbark Forest (Dry Forests and least? Why? Woodlands) 5. What would this mean for the native plants and animals that Bright Yellow = Mallee lived in these areas? Pale Green = Grasslands. animal communities have evolved 6. If a similar type of vegetation map was created in the Year with fire. 2050, do you think there would be any changes from now? Why/why not? Materials Extension ÆÆ The two vegetation cover maps; Use these maps to investigate your local area, or another ÆÆ Class set of Victoria’s Biodiversity: Ecosystem designated area, to compare past and present vegetation cover. Images.

© The State of Victoria Department of Sustainability and Environment 2008 This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Activities What’s the Threat 1. Brainstorm with students the different types of threats facing 14 This activity is an introduction to the types of Victoria’s native species. Discuss each of these threats so that threats that affect the survival of some native students are clear what they are, for example, the difference plants and animals. Suited to group work. between habitat destruction and habitat degradation. 2. Distribute the table to each small group. Students create symbols for the threats without symbols in the table. Background Use column 1 of ‘What’s the threat’ table as an introduction to 3. Assign several native Australian species to each small group the types of threats that face native plants and animals. After they of students to research the threats to those particular have studied some of Victoria’s native species, students complete species. column 2 to summarise the most common threats to the survival of native plants and animals. Major human impacts are habitat 4. Each small group writes the name of their species in column destruction and habitat degradation. 2 of the table, beside each threat that affects it. (Note: a species often has several threats affecting it.) Advance Preparation 5. As a class, tally all the groups’ results from the table. For example, ask each group how many of their species are 1. Prepare a large version of the Table 1 for class work. affected by ‘Illegal Trade’. Tally the total number of species 2. Copy the table for small group work. affected by ‘Illegal Trade’ from all of the groups and write this number onto the class copy of the table. Repeat this for each of the other threats listed. Materials 6. Use the completed table for the class to summarize the most common threats to the survival of native plants and animals. ÆÆ What’s the Threat? Table 1 ÆÆ Threatened species Background Notes provided Acknowledgement in Activities 20-25; or reference materials on threatened species Adapted from – And Then There Were None. Healesville Sanctuary Education Service.

Hunting In the past, uncontrolled hunting was a threat to some native species (e.g. Brush-tailed Rock- wallaby). Today, recreational hunting is limited to species of duck, quail and deer that can withstand sustainable harvesting. Hunting is therefore only allowed in certain places at certain times, and a limit is set on the number of each species that can be taken by a hunter. DSE requires that all hunters are licensed and that those people who hunt ducks must pass an identification test. Hunting is only a threat to the survival of Hunting is only a threat to the survival of native native animal species when they are over- animal species when they are over-hunted. hunted. Aboriginal people limited their Aboriginal people limited their hunting so as hunting so as not to over-harvest. not to over-harvest.

Table 1: What’s the Threat? Threat Species Threatened by This Habitat destruction

Habitat degradation

Predation by introduced animals

Competition by introduced animals

Competition by introduced plants

Pollution

Inappropriate land and water management

Urbanisation

Changed fire regimes

Illegal Trade (of rare plants and animals)

Road kills/accidental kills

Disease

Changed climate Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Finding local fragments of habitat Extinction: A Local 4. What type of habitats are needed by each of the following 15 animals to live? (They need different kinds Perspective of habitat). Do any of these habitats occur in your area? This activity places your local area into the ÆÆ Kangaroos bigger picture of loss of biodiversity by relating ÆÆ Parrots the process of habitat fragmentation to your own area. Suited to group work. ÆÆ Lizards ÆÆ Possums Background ÆÆ Wrens The process of habitat fragmentation in a local area is very similar 5. If they occur in your area, try to map the distributions of to that occurring at a national level, and the solutions are very some of these animals onto your map. Or choose other similar. This allows local action to be put into a national context native species that occur in your area. even if there are no endangered species in your area. ÆÆ Are any of these animal populations fragmented? The five stages in the extinction processes are: ÆÆ Can some of these animals live only in larger parks or Stage 1: Habitat is continuous and completely intact reserves? Stage 2: Habitat is broken up into large segments by 6. How has your local environment changed over time? community requirements for roads, farming or other Try to find out about the history of fragmentation of habitat reasons in your area by asking older people, your local field naturalist club or DSE office. Look for old photographs and information Stage 3: Habitat is fragmented; held in municipal libraries and council offices. Stage 4: Only one or a few populations still exist; 7. What plants and animals used to live in your area? Stage 5: Extinct or probably extinct. Draw an approximate local extinction timeline for your area covering the last 200 years.

Materials Helping locally threatened species 8. If you identified any fragmented populations of native ÆÆ The Extinction Process Maps species in your area, contact your local conservation or DSE officer to find out what you can do in your area to ÆÆ Resources/media on endangered species help conserve these species locally. These species may not ÆÆ Internet sites on endangered species necessarily be threatened on a national level but they may (try www.google.com) be of regional conservation significance. For example, Blue Wrens are not endangered at all in Victoria but populations have been fragmented in the Melbourne area. Because these Advance Preparation little birds are easily seen and so pretty, efforts are being 1. Copy The Extinction Process Maps for small groups. made to preserve isolated suburban populations.

Activities Extension 1. Distribute the handout to the small groups. Explain why destruction of habitat plays such as major part in the extinction process. 2. Discuss the meaning of the following: predator, competition, Acknowledgement marginal, Jim Grant, Gould League. specialist, generalist, Activity adapted with permission from Endangered Species Kit. degradation. Gould League. 3. Read out the descriptions of the five stages in the extinction process. Discuss the changes the five maps show.

The Tasmanian Tiger or Thylacine seems to have become extinct It should be noted that habitat has been changed to meet our fairly quickly. Most extinctions however are very slow, taking many need for food and water and other community requirements. It is decades, and follow a typical path or process. not possible or desirable to change this. Rather we now need to start to balance our everyday needs so that we also protect our Destruction or degradation of habitat plays a major part in most biodiversity. extinctions. Habitat may be directly destroyed or altered by humans or by the animals or plants they introduce or escape to When the habitat has been reduced to remnants, other impacts the area. (such as predation, disease, fire, drought or further destruction of habitat) can become extremely dangerous to a population because the animals cannot escape and when they are dead no others can replace them. Even if a habitat remains intact, populations may become separated (fragmented) by introduced predators such as foxes and cats.

Stage 1: Habitat is continuous and completely intact. This stage may represent wilderness on a scale rarely found today for animals that need natural (unaltered) habitat. For animals such as Galahs and Red Kangaroos that can survive in a broad range of habitats, this could include cleared land.

E.g. Red Kangaroo distribution

Stage 2: Habitat is broken up into large segments by community requirements for roads, farming or other reasons. The habitat has far more edges so predators and competitors can more easily enter the patches. Some native plants and animals are able to move across the short distances between habitat patches. Animals and plants may disappear from the outer limits (marginal areas) of their range.

E.g. Koala distribution Activity #15 The Extinction Process Maps

Stage 3: Habitat is fragmented. Habitat patches are so fragmented that many species are unable to move between patches. The patches are so small that predators and competitors from outside can enter most of the remaining habitat. At this stage many plants are subject to grazing, and many animals are vulnerable to predators. Fire or disease may wipe out a population. At this stage alarm is often raised about a species, and research may be undertaken. The species may be classed as vulnerable or even endangered. Sometimes though, particularly in the case of hard-to-detect plants or animals, we don’t notice. People might notice that a species has disappeared from their area but assume it still exists somewhere else. Often at this stage, predator control and planting corridors to link areas of remnant vegetation can help preserve the species.

E.g. Bilby distribution

Stage 4: Only one or a few populations still exist. Only one or a few populations still exist. The species is probably recognised as endangered. Often it is difficult and expensive to save a species at this stage. A single catastrophe such as a severe fire or disease could finish them off.

E.g. Brushed-tailed Bettong distribution

Stage 5: Extinct or probably extinct. The species has not been seen for many years. If it exists, it does so in very small numbers. Unreliable reports of sightings are sometimes made. Sometimes a species is rediscovered after many years.

E.g. Thylacine Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet

Bandicoot Valley Game Instructions Bandicoot Valley Bandicoot Valley is the home of a small marsupial bandicoot that only 16 This activity uses a board game to explain how survives in a forest. It spends its life on the forest floor, sleeping among fragmentation of habitat can result in the thick grass tussocks and eating ground plants and insects. It cannot extinction of a species. move in open country or migrate between forests because it will be spotted by predators such as eagles, owls, cats and foxes. Background The board Students should play the game on three different boards ÆÆ The dark squares are forest. representing three different types of habitat. The more ÆÆ The white squares represent cleared land used for farms and fragmented the habitat (Gameboard 3), the more quickly the bandicoot becomes extinct. houses. A way to conserve the bandicoot in scenarios 2 and 3 is to link the ÆÆ Each bandicoot needs 4 dark squares (forest) to stay alive. fragmented areas by planting wildlife corridors to join up isolated The game starts with each area having all of its bandicoots. This forest patches. number is written in each area of forest. The number of bandicoots cannot get higher even if there is excellent breeding. Bandicoots cannot Materials move between forests.

ÆÆ Bandicoot Valley Gameboards 1, 2, and 3 Rules ÆÆ Game instructions ÆÆ Each bandicoot needs 4 dark squares (forest) for its home. ÆÆ Dice ÆÆ Bandicoots can only move about on the dark squares; they cannot ÆÆ Pencil and paper jump across to another area of dark squares. ÆÆ To breed, a pair of bandicoots is required. Advance Preparation ÆÆ With the first roll of the dice go to the Disaster Instructions and Make enlargements of Bandicoot Valley Gameboards 1, 2, and remove the required number of bandicoots from the board. 3 and copies of the game instructions for each small group of ÆÆ With the second role of the dice go to the Breeding Instructions. students. Add the required number of bandicoots. Activities ÆÆ Repeat this sequence 8 times 1. Read the Game Instructions. Disaster Instructions 2. Play the game on each of the three boards. Roll the dice and follow the instructions for the number that comes up. 3. Count the number of throws that are taken before the 1. A fire burns all the area from 8 downwards, killing all the bandicoots become extinct on each board. Play several bandicoots in this area. games to get an average. 2. Pet cats kill some bandicoots; remove one bandicoot from each 4. Which gameboard (1, 2 or 3) results in the fastest extinction? area. Why? 3. A fox eats a total of 6 bandicoots. 5. Write a short story to describe what happens when the bandicoot’s habitat is fragmented. 4. Rabbits eat all the ground cover; half the bandicoots die. 5. All bandicoots without partners are eaten by owls. Extension 6. A disease kills half the bandicoots in each area. Students suggest ways to conserve the bandicoots in Games 2 and 3. Breeding Instructions Roll the dice and follow the instructions for the number that comes up. Acknowledgement 1. Each pair of bandicoots has 2 young. Activity reproduced with permission from Endangered Species Kit. 2. Each pair of bandicoots has 3 young. Gould League. 3. Each pair of bandicoots has 1 young. 4. Each pair of bandicoots has 2 young.

3 4

6 7 8 49 9

10 11 12

13 14 Activity #16 Bandicoot Valley Game 2

3 4

5 16

6 7 8 3 9

10 11 12 6 3

13 14 Activity #16 Bandicoot Valley Game 3

2 3 2

3 4

6 1 7 8 2 9

10 11

12 1 1

13 1 14 Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Habitat Scorecard Materials 17 This activity extends the concept of habitat by ÆÆ Habitat Scorecard using a scorecard to rate a scene for its wildlife ÆÆ Urban Bushland Scene habitat. Students can then use the scorecard ÆÆ Rural Scene to investigate and rate a local area. This could identify activities for a class project to improve local biodiversity. Suited to group work. Advance Preparation Background Copy the three handouts for small group work. Basic Plant Layers Activities Tall trees (upper storey) – usually eucalypts although tall wattles, 1. Distribute the Habitat Scorecard and Urban Habitat Scene native pines or she-oaks can be the upper storey in some drier to small groups. Read through and discuss the scorecard to zones. make sure students understand all points. Smaller trees (middle storey) – includes wattles and sheoaks. 2. Students examine the Urban Habitat Scene and use the Shrub layer – a great variety of flowering bushes e.g. peas and scorecard to rate its habitat value. wattles. 3. Compare the scores from the different groups and discuss Ground storey – includes native grasses, lilies, creepers, and the features that provide good habitat for wildlife. orchids. 4. Groups review the scene and draw in or suggest ways to Litter layer – includes fallen leaves, branches, logs and rocks. improve the habitat values in the scene further. (E.g. keeping cats out of reserve; adding some nest boxes for Creating Habitat different species; removing weeds.) The urban bushland park and the rural scene illustrate areas with 5. Repeat steps 1 – 3 with the Rural Scene. the following wildlife habitat features: 6. Students identify possible ways to improve wildlife habitat in ÆÆ Water this rural scene. ÆÆ Areas of dense shrubbery (E.g. keep cat in house at night and place bell on its collar; plant wildlife corridors between remnant patches; fence ÆÆ Some trees with hollows sections of the riverbank from livestock to allow riverbank ÆÆ Some areas with leaf litter and logs on ground vegetation to regenerate; planting some understorey.) ÆÆ A diversity of plants ÆÆ Some trees fenced to protect them from stock grazing and Extension allow regeneration. 1. Visit a local park or remnant vegetation area and use the Features which detract from the habitat values are: Habitat Scorecard to guide student exploration and further ÆÆ Cat investigation of the area and its species. ÆÆ Fox 2. Based on the scorecard findings for that site, students ÆÆ Weeds identify ways that habitat can be improved at the site. The ÆÆ Remnant patch open to stock grazing class may be able to assist a Friends group or other group with this. ÆÆ Lack of ground cover and shrubs. This activity could be conducted at a site which the class then adopts as a project to help restore. Acknowledgement By creating the right conditions for one group of animals, you also Ray Thomas, Benalla. make a home for other types of wildlife. For example a ground Adapted from Conserving Box-Ironbark Forests in Victoria storey of native grasses and herbs planted as a seed supply for Education Kit. NRE. 1996. finches, is also home to lizards, small mammals and butterfly larvae. Middle storey and upper storey trees are often planted to attract birds seeking nectar or pollen, but they are equally attractive to leaf eaters like possums, and a host of insects. Still other types of wildlife have specialised ways of finding and eating these insects from the trees, either by searching among the leaves, or under loose bark or even by tearing the wood apart to reach wood-boring grubs. For best results in habitat restoration, aim to achieve a natural balance by include all plant layers in your planting scheme.

How valuable is the habitat in your area? Use this scorecard to find out its values and threats.

Values Wildlife need a variety of plant layers + 1 if there is water for wildlife to drink in dry months Wildlife need several plant layers to provide a diverse food supply and safe retreats, often feeding in one layer and sheltering in + 1 if there are trees and shrubs for nesting birds and mammals another. The larger plants provide shade for those which need + 1 if there are tree hollows (or nesting boxes) for birds and moister conditions, and the ground covering native grasses and mammals shrubs shield the tree roots from the hot summer sun. + 1 if there is a dense shrubby area for wildlife to escape danger Tall trees + 1 if there are logs and rock piles for lizards ÆÆ Provide resting places for travelling birds. + 1 if there are sticks and leaf litter for wildlife to find food under ÆÆ Observation posts to check the land for food sources. + 1 if there is a variety of plant layers to attract a variety of ÆÆ Feeding for honey eaters and insect eaters wildlife ÆÆ Nesting sites for birds in upper branches and hollows. + 1 if the adjoining roadside vegetation is maintained for wildlife Smaller trees habitat ÆÆ Flowers attract the insects which are food for many birds. + 1 if there is an area of native grass tussocks to create habitat ÆÆ Nectar supplies for honeyeaters. for lizards, small mammals and butterfly larvae ÆÆ Nesting for birds in dense or spiny vegetation. + 1 if adult butterflies have any nectar-rich flowers to feed on Shrub layer + 1 if there are any of the right food plants for butterflies to lay ÆÆ Flowers provide nectar to attract insects and honeyeaters. eggs on ÆÆ The insects attract shrub birds, e.g. wrens. + 1 if the property is near a natural wildlife habitat ÆÆ Nesting sites and protection from predators. + 1 if there is a good corridor for wildlife to enter the site ÆÆ Whole areas of shrubs give more security for nesting and a + 1 if patches of bush are fenced for understorey regeneration more reliable food supply for raising hungry young birds than a single, isolated bush. + 1 if creeks/streamsides are fenced for understorey regeneration Ground storey + 1 if habitats are on a variety of soils for staggered flowering periods ÆÆ A patch of native grass and wild flowers the size of a room provides seed for finches, parrots and pigeons. + 1 if some habitats are on the more fertile soils to provide more ÆÆ nesting sites for small birds such as wrens. secure food resources for wildlife ÆÆ Home for the insects, caterpillars and worms which are food for ground feeding birds. If it is a site with people living on it ÆÆ Grass tussocks shade the ground so that it stays moist, + 1 if the house garden has been planted for wildlife habitat protects the wild flowers and tree roots in summer, and provides homes to insects, reptiles and mammals. + 1 if the owners and neighbours have created an extended habitat zone together Litter layer + 1 if the plants on the property are native to Australia ÆÆ The moist soil under fallen leaves, branches, logs and rocks is home for insects, larvae, worms and even lizards. This is an + 1 if the plants on the property are indigenous to the area important food source for birds. + 1 if the plants on the property have staggered flowering times to provide wildlife with food over the whole year Wildlife need a variety of food types ÆÆ Nectar or pollen from grevilleas, banksias, correas, grass- Threats trees, eucalypts, callistemons, and even mistletoe. ÆÆ Fruits and berries from kangaroo apples, the salt bush family, - 1 if the property is mainly open areas with scattered trees tree violet, wild cherries, beard-heaths and lilies. - 1 if the remnant vegetation areas are open to too much grazing ÆÆ Seeds from native herbs and grasses, wattles, sheoaks, - 1 if there are many cats and foxes in the neighbourhood banksias, hakeas, hop bushes and eucalypts. - 1 if the owner has a cat that is not confined ÆÆ Insects are the major protein source for many native birds. Some specialise on insects which feed on the flowers and - 1 if the cat stays out at night leaves of native plants. Others search for insects and spiders - 1 if the owner uses insecticides inappropriately on the property on rough-barked trees such as stringybarks, peppermints, ironbark, sheoaks and wattles, while still others find beetles and grubs in the ground or under litter on the forest floor. ÆÆ Fungi are prized by ground-dwelling mammals such as Bandicoots. Fungi play a crucial role in plant growth and nutrient cycling. Activity #17 Urban Bushland Scene

Legend

Weeds (garden plants) Activity #17 Rural Scene

Legend Thistle Blackberries Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet

4. Draw a flow chart to show what might happen to a fenced One or More Trees group of native trees over the next 50 years. (The fenced group of trees can regenerate and develop an 18 This activity compares the biodiversity of understorey, so will support more native plants and animals.) individual trees with remnant patches on farms. 5. Complete Table 1 to compare the benefits of a single tree and a fenced group of trees. Which has more biodiversity and why? Materials (E.g. shade for livestock, a seed source for growing new trees, nesting hollows. A limitation of a remnant patch ÆÆ Table 1: Benefits and Limitations for Biodiversity would be less grazing land; benefits include more wildlife to eat insect pests.) Activities 6. Suggest ways that farmers, Landcare groups and others can maintain or increase biodiversity on farms. Should farmers 1. Scattered individual native trees have been left in grazing have to bear the cost for maintaining biodiversity on their paddocks on many farms. Many of these trees are now land? In what ways could they be helped? mature, and some are getting very old. These trees provide (E.g. fencing native trees from cows and sheep. Grants good nesting habitat but often provide limited food for for fencing are available from government environment wildlife. Create an illustration of a single native tree in a agencies. Landcare groups and other volunteers could help large paddock with livestock. Use three different colours or build the fence.) columns to label it with the benefits it provides for: a) livestock b) native plants c) wildlife. 2. Repeat step 1 for a small patch of native trees that has been fenced to keep livestock out. 3. Draw a flow chart to show what might happen to an individual tree on a farm over the next 50 years: a) if livestock graze the paddock all the time (Young trees and the understorey plants are eaten and the parent tree eventually dies with no replacement.) b) if an area around the tree is fenced for a year. (Young trees and understorey plants are able to grow, eventually replacing the parent tree. The understorey plants provide additional food sources and habitat for wildlife and additional shelter for livestock.)

Table 1: Benefits and Limitations for Biodiversity Scattered Individual Trees Remnant Patches Benefits Limitations Benefits Limitations Livestock

Native Trees

Native Understorey

Wildlife

© The State of Victoria Department of Sustainability and Environment 2008 This publication is copyright. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Conservation management The Threatened Species Recovery 19 Process case studies – introduction Australia wide Activities 20-25 are about actual species and The Threatened Species Recovery Process provides a strategic situations. They illustrate conservation in action conservation approach to the threats facing Australia’s native and show how a range of agencies, groups and species and ecological communities. It usually needs the individuals are working together to conserve co-operation of Commonwealth, State, Territory and local Victoria’s threatened species. governments, land managers (of both public and private land), local communities and other interest groups. These case studies show how the Action Plans and Recovery Teams for each endangered National overviews of the conservation status and needs of most groups of species provide the basis for more detailed Recovery species help provide a strategic overview of the Plans for particular species. These Recovery Plans detail the threats facing these species and the specific research and management needed to restore threatened species actions that need to be undertaken to conserve and ecological communities to a secure status in the wild. them. The following Australia-wide Action Plans are available on the Many of the threats are complex. In many Department of the Environment, Water, Heritage and Arts cases we still do not know enough about the website: http://www.environment.gov.au ecology of the species. But the good news is ÆÆ Australian Birds that organisations such as DSE, Parks Victoria, universities, zoos, botanic gardens, local ÆÆ Cetaceans (Whales and Dolphins) Councils, Friends groups, Landcare groups, ÆÆ Freshwater Fish landowners and concerned individuals are ÆÆ Frogs addressing the various challenges facing threatened wildlife. These case studies ÆÆ Marsupials illustrate some of their success stories and the ÆÆ Reptiles conservation issues involved. ÆÆ Rodents The case studies also show how much easier it would be to conserve Victoria’s plants and Victoria animals and ecosystems if the task is not left The Flora and Fauna Guarantee Act 1988 provides a framework until the species or ecosystem has become for the legal protection of Victoria’s native species and for endangered. It is far better, and cheaper, to act government and community action. The aim of the Act is to now to look after our biodiversity. ensure that our native flora and fauna survive, flourish and have the potential for evolutionary development (see DSE’s website)

Action Statement Activities Once a species has been listed, an Action Statement for that Visit the DSE webpage – Conserving Threatened Species and species is prepared. The Action Statement identifies actions that Communities as a class to answer the following have been or will be taken to conserve the species or community, or manage the potentially threatening process. 1. How many of the following are listed as Threatened under the Flora and Fauna Guarantee Act 1988: The Background Notes in Activities 20-25 have simplified the information in the species’ Action Statement. The full Action ÆÆ plants Statements can be found on DSE’s website. ÆÆ animals ÆÆ ecological communities ÆÆ potentially threatening processes 2. List at least one of each and briefly describe why it is threatened or a threatening process

There are a number of ways that scientists decide on the conservation status of plants and animals. The following is a general one. Until the early 1990s, this was mostly done by experts giving their opinion. In 1994, the International Union for the Conservation of Nature and Natural Resources (IUCN) developed Red List Criteria. This method relied on data such as numbers of individuals and the area they occupy to decide on the conservation status of a species. Visit DSE’s website to find Threatened Vertebrate Fauna in Victoria 2008.

Threatened Threatened is the general term to designate species which are either ‘Presumed Extinct’, ‘Endangered’ or ‘Vulnerable’.

Presumed Extinct Species not located in the wild in the past 50 years. E.g. Toolache Wallaby.

Endangered Species in danger of extinction and whose survival is unlikely if the factors that are causing their decline continue. Orange-bellied Parrot This includes species: Endangered species ÆÆ whose numbers have been reduced to a critically low level; or ÆÆ whose habitats have been so drastically reduced that the species is considered in immediate danger of extinction. E.g. Barred Galaxias, Mountain Pygmy-possum, Spotted Tree Frog, Striped Legless Lizard, Sunshine Diuris. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet

7. Being located so close to a town creates some particular Barred Galaxias threats to the survival of the Barred Galaxias. What are they? (Pollution, collectors, people releasing trout.) 20 This case study investigates native fish conservation. The example used is a small fish 8. What activities in the State Forest could threaten the survival of Barred Galaxias? Explain how each activity changes its that lives in clean headwater streams. Suited to habitat and affects the fish. group work. (E.g. fire, siltation from run-off and from poorly managed roadworks.) Materials 9. What could happen to Headwater Creek in a drought, and what impact could this have on the Barred Galaxias? ÆÆ Barred Galaxias Background Note 10. No-one knows yet that the Barred Galaxias lives in ÆÆ Bushtown Map and Scenario Headwater Creek. Is it worth making this knowledge public? ÆÆ Detailed map of Goulburn River upper reaches 11. What are the threats to the Barred Galaxias in this scenario. Explain why. ÆÆ Atlas of Victoria ÆÆ Teacher Reference: Barred Galaxias Action Other Statement 12. Explain how each of the steps identified in the Barred Galaxias Action Plan will help conserve this native fish. Advance Preparation 13. Is artificial breeding and restocking of mountain creeks a Copy the handouts for small group work. practical solution for the conservation of Barred Galaxias? Explain. Activities 14. Suggest other ways that may help conserve the Barred Galaxias? Map work 1. On a map of Victoria students locate the Goulburn River, Acknowledgment the towns and the tributaries where Barred Galaxias now Tarmo Raadik, Kim Lowe DSE. live and once lived (see Table in Background Note). Use two different colours to highlight past (red) and present (blue) locations. References (Highlight that Barred Galaxias only live in mountain creeks Barred Galaxias brochure. in a small part of Victoria.) Barred Galaxias Action Statement. Introduced predators Both available on Threatened Species site of DSE website. 2. Introduced trout are a threat to Barred Galaxias because the trout eat Barred Galaxias that are smaller than 80 mm. Additional Activities The total number of Barred Galaxias living in a large pool in Hypothetical Creek is 300 individuals. Of these, 100 Waterwatch Eduction Kit, Waterwatch Victoria and Barwon Water. are larger than 80 mm in length. Assuming there are 15 1997. Available at www.vic.waterwatch.org.au. introduced trout living in Hypothetical Creek and that one Activities include: trout eats two Galaxias per day, calculate how long before all the edible Galaxias are gone. ÆÆ ‘Choking our Waterways’, pages 55 - 58 (impacts of sediment on waterways); Bushtown ÆÆ ‘River Red Gum/Willows’, pages 47 - 48 (information on 3. Distribute the Bushtown Map and Scenario, and Barred Victoria’s wetland life, including habitat provided by native Galaxias Background Note. Working in small groups, compared to introduced plants); students read the map and information to be able to answer ÆÆ ‘River Habitats’, pages 29 - 35 (different types of river the following questions. habitat). 4. Describe the ideal habitat for Barred Galaxias. 5. Why are Barred Galaxias no longer living in the Goulburn Excursion River? The Freshwater Discovery Centre at Snobs Creek offers (Trout are present.) introductory and follow-up programs on native freshwater fish. 6. Why are there no trout in Headwater Creek? (A pipe barrier prevents the trout from entering the creek.)

Distribution and Ecology The Issues The Barred Galaxias (Galaxias fuscus) is a small to medium sized Barred Galaxias live in separated populations in small headwater native fish that lives only in the headwater tributaries of the streams so their ability to survive and thrive is limited. Goulburn River (it is endemic to these streams). It lives its whole Introduced non-native fish are the main predator of Barred life of up to 6 years in their home stream. Adult fish are usually Galaxias. Wild trout also breed in these waterways. Because less than 16 cm in length. non-native fish have few predators they survive and thrive easily. Barred Galaxias eggs need a long time to incubate before they Efforts by DSE staff to conserve the Barred Galaxias populations hatch. Sediment can smother and kill the eggs. Barred Galaxias have involved removing non-native fish from their stream and eat invertebrates. They live only in clean, fast flowing, well building barriers to prevent the introduced fish from re-entering oxygenated streams that are free from introduced non-native fish. the stream. Why is it a Threatened Species? Barred Galaxias cannot easily recolonise areas. Firstly, the species has a low fertility rate. Secondly, most native fish cannot easily Barred Galaxias has greatly reduced in numbers over most of swim its range. Its populations have become fragmented within this reduced range. past large barriers in rivers. Barriers such as dams, weirs, drop structures, road crossings and causeways physically stop fish Barred Galaxias has become extinct from at least five of its former from swimming upstream. And thirdly, at present introduced areas. These native fish now only occur in 13 stream systems. Four non-native fish are stopping Barred Galaxias from leaving the six of the sub-populations of Barred Galaxias consist of less than 20 geographically separated areas where they occur. individuals. All Barred Galaxias populations are surrounded by State Forest where timber harvesting is currently permitted. If not properly Threats managed, human activities within forest areas can lead to ÆÆ Introduced non-native fish (eg. Trout). increased siltation in streams. ÆÆ Habitat destruction. The alpine resorts of Lake Mountain and Mount Stirling are in the Barred Galaxias’s range. If not carefully managed, future ÆÆ A viral disease that infects the introduced Redfin (fish) could developments at these resorts, such as construction or upgrade potentially kill Barred Galaxias. of ski trails, roads or car parks could lead to increased siltation in streams. Artifical breeding of Barred Galaxias is difficult. Keeping these mountain stream fish in captivity requires lots of cold water. The fish spawns at very low temperatures and if the temperature is warmer than 10 degrees Celsius the fish are prone to fungus attack and die.

What is Being Done The Barred Galaxias is listed as a Critically Endangered species in Victoria under the Flora and Fauna Guarantee Act 1988. The Action Statement The Department of Sustainability and Environment has prepared an Action Statement outlining the steps to be taken to protect and conserve Barred Galaxias. These steps include: ÆÆ Preventing any further decline in populations of Barred Galaxias ÆÆ Protecting and enhancing populations and their habitats ÆÆ Rejoining the existing separated (disjunct) populations ÆÆ Once the threatening processes have been controlled, re- establishing Barred Galaxias where appropriate Barred Galaxias Endangered species ÆÆ Making sure all land and water management authorities within the Barred Galaxias’ range use management practices Inland Waterways Ecosystems that help the survival of this fish and its habitat ÆÆ Increasing community awareness about Barred Galaxias and what threatens its survival. For example, discouraging the illegal or accidental re-stocking of introduced non-native fish in Barred Galaxias streams. Galaxias eat aquatic invertebrates such as mayflies and caddis flies. Activity #20 Barred Galaxias Background Note

Actions Taken Include Distribution of Barred Galaxias. ÆÆ A Barred Galaxias Research Recovery Plan was prepared in Where Barred Galaxias live Near Lake Mountain these are 1993. upper Taggerty River, Keppel ÆÆ Introduced non-native fish have been removed from some Hut Creek, upper Rubicon streams. River, upper Torbreck River; near Woods Point these are ÆÆ Artificial barriers* have been built to stop the spread of Godfrey, Raspberry, Perkins and introduced non-native fish into the Barred Galaxias’ streams. Pheasant Creeks; near Mount ÆÆ The size of the stream side buffers have been increased Stirling these are Stanley, around Barred Galaxias streams in areas where timber is Bindaree and Falls Creeks. harvested. Barred Galaxias has Mountain Creek near Kinglake, ÆÆ The fish is being surveyed, monitored and studied. disappeared from Whitehouse Creek near Lake Monitoring surveys have been carried out on a yearly basis Mountain, Quartz Creek and since 1991. the lower Ribicon River near Rubicon, and Gaffneys Creek ÆÆ The Draft 1999 Forest Management Plan for the North East near Woods Point. aims to protect known habitat by: »» providing wider streamside buffers to reduce the * Fish Ladders chance of silt running into streams; Rocks and logs can be placed beside weirs in a stream to allow »» progressively closing and revegetating tracks not used native fish to make their way up past artificial barriers. Causways for timber harvesting; and road crossings can be built so they do not have steep drops. »» reducing the number of stream crossings in catchments where Barred Galaxias occurs.

Barred Galaxias Distribution Map

Bonnie Yarck Doon Strath Creek Yea Mansfield

Eildon

Glenburn Taggerty

Buxton

Enoch Point

1 5 10 15 Kilometres

Former range of Barred Galaxias Activity #20 Bushtown Map and Scenario

The ficticious Bushtown is located in a small valley surrounded by A new resort is planned for a nearby mountain peak. If the native bush in the upper reaches of the Big River. The Big River, resort is approved the now minor Mountain Road will need to be a major river around 10 metres wide, runs through Bushtown. A upgraded to cope with more traffic. small creek around one metre wide, Headwater Creek, flows into Introduced non-native fish live in the Big River around Bushtown. the Big River near the town. Barred Galaxias once lived in the Big River as well. Headwater The State Forest surrounding Bushtown is managed for its timber. Creek flows through a 70 metre long pipe under the Ben Road Timber is regularly harvested and each year parts of the State Bridge, just before the creek joins the Big River. The introduced Forest are control-burnt for fire protection purposes. The Forest non-native fish cannot swim up this pipe. Management Plan says that a 10 metre buffer zone be left around Upstream from Ben Road Bridge, Headwater Creek supports all creeks. the endangered Barred Galaxias all the way up to the top of its Anglers from Bushtown and from the city often fish in the Big catchment, but as yet no-one knows that this native fish lives in River as it has plenty of introduced non-native fish. Very few this tributary. This is one of only five creeks that this native fish people fish in the upper reaches of Headwater Creek because now occurs in. it is harder to get to and contains only a species of native fish. While walking in the Nature Reserve, two members of the An aquarium operator from the city occasionally comes to stay Bushtown Anglers Club who are also keen bush-walkers, become in Bushtown. He is always on the lookout for rare native fish to intrigued by a small fish they do not recognise. They decide to collect to sell from his shop. contact some experts to see if they can identify the fish and find The town’s tip is located off Kate Road and slopes down towards out more about it. Headwater Creek.

N NO TREE State Forest

State Forest

BUSH TOWN

Round Road

GLENMORE Big River Ben Road

Mountain Road

Kate Road

Nature Reserve

State Forest

Headwater Creek

State Forest 1 500 m 1 Kilometre

PARKER Bridge Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet

6. Name some other creatures that also rely on special Eltham Copper Butterfly partnership. What would happen if one of the partners in this relationship became extinct? 21 This case study illustrates a team effort in (E.g. An orchid may need a particular wasp to pollinate it. If conserving an intriguing insect found in the wasp becomes extinct, the orchid will most likely become Melbourne’s northern suburbs. extinct too unless there are other species that pollinate it.) 7. Explain how the conservation of the Eltham Copper Butterfly is connected with Sweet Bursaria and ants. Materials 8. Explain how the planting of Sweet Bursaria plants in some ÆÆ Eltham Copper Butterfly Background Note home gardens may help conserve the Eltham Copper Butterfly. ÆÆ Scenario 9. List and discuss the many different actions that are being ÆÆ Biodiversity Proportions Artwork taken to protect the Eltham Copper Butterfly. ÆÆ Teacher Reference: Eltham Copper Butterfly 10. List the different types of groups and individuals that are Action Statement helping save the butterfly and the ways each group is contributing. (E.g. Donating money or goods; volunteering time; providing Advance Preparation staff time and money; providing knowledge). 1. Copy the Background Note and Scenario. 11. Why is it important that neighbours to the Eltham sites know 2. Make an overhead of the Biodiversity Proportions Artwork or about the Eltham Copper Butterfly? If you were a Council copy for small group work officer, or from DSE, what would you tell them, and how would you do it? Activities Appealing or not? Invertebrates 12. The plight of this endangered insect led to a public campaign to save it. Do you think some other invertebrates (e.g. a rare 1. The Eltham Copper Butterfly is an endangered invertebrate. scorpion) would have as much public appeal? Suggest some Make a list of some other native invertebrates. How many possible conservation problems that rare or endangered species of invertebrates can students specifically name invertebrates may face. (e.g. Giant Gippsland Earthworm) compared to species of (E.g. Lack of public appeal and concern, hence lack of mammals or birds. funding and fewer scientists or volunteers get involved; fewer scientific studies of invertebrates have been conducted 2. Show the Biodiversity Proportions artwork overhead to even though these are one of the most numerous types of illustrate that the largest proportion of Victoria’s (and the organisms on earth). world’s) wildlife is the groups of invertebrates.

The size of the sample organisms illustrates the amount of 13. Is the public appeal of a species a good basis for making diversity found within the different major groups. decisions about conservation?

Vertebrates are represented by a kangaroo (marsupial), 14. Do you think one rare kind of butterfly is worth conserving. frog (amphibian), lizard (reptile), bird and fish. Invertebrates Why? are represented by a worm, snail (mollusc) and lobster and bullant (arthropods). Single-celled animals are represented by the footprint-shaped Paramecium; fungi by the toadstool; plants by the tree.

Students read the Eltham Copper Butterfly Background Note (or have it read to them) to answer the following: 3. List the locations in Victoria where the Eltham Copper Butterfly is found. Find these on a map of Victoria. 4. Describe the butterfly’s preferred habitat. 5. Using the day and night illustration of the Sweet Bursaria bush, explain the links between: ÆÆ Ants ÆÆ Sweet Bursaria bushes ÆÆ Eltham Copper Butterflies.

Scenario Scenario Distribute copies of the Scenario to small groups to read (or have read to them). A small unfenced reserve contains a population of the Eltham Copper Butterfly. The reserve also has several dumped cars, 1. What changes would they suggest to help the conservation and weeds grow in some sections. It has no walking tracks of the Eltham Copper Butterfly population at this site? but is often visited by local people. (E.g. Local council staff and community members could Four children have gone to play in the reserve where they work together to: remove the car bodies and weeds; put up plan to build a small cubby house from the shrubs growing in an information sign at the reserve about the endangered the reserve. They do not know that the endangered Eltham butterfly and put information notices in local papers and Copper Butterfly lives in this reserve. community boards letting people know how they can help protect it; establish a walking track so that people keep on One of the people who live next to the reserve has just finished this track and do not trample the butterfly’s habitat; fence weeding their garden and has thrown the weeds over the the reserve to keep out stock; and set up a trail bike track fence into the reserve. that is not in a environmentally important area.) Teenagers occasionally ride trail bikes through the reserve because it is close to where they live. They ride over new areas Acknowledgement each time they come to the reserve. Several people who live near the reserve regularly walk their Alan Webster, DSE. dogs in the reserve, letting their dogs run free. Eltham Copper Butterfly Action Statement. A horse is sometimes tethered in the reserve, eating the grass Pat Vaughan, Banyule City Council. and trampling the vegetation. Anna Richtarik, Friends of Eltham Copper Butterfly. Eltham Copper Butterfly artwork by John Las Gourgues. Biodiversity in Proportion illustration adapted from drawing by Christine Turnbull 1995, as used in Biodiversity Australia’s Living Wealth. Andrew Beattie. Reed Australia, 1995.

Q. What changes would help conserve this Etham Copper Butterfly population? Activity #21 Eltham Copper Butterfly Background Note

The Eltham Copper Butterfly was thought to be extinct. But it was found again in 1986 in Eltham, an outer suburb in Melbourne’s north. The butterfly has since become a local identity with many local people keen to see this small rare butterfly flourish in their area. A public appeal collected nearly $60,000 to help buy land to conserve the butterfly and it’s habitat. ‘For sale’ signs on homes near the butterfly’s reserves have included ‘Live with the Eltham Copper Butterfly’. The butterfly’s scientific name (Paralucia pyrodiscus lucida) means ‘shining fire disc of light’. When its wings are closed however it is well camouflaged.

Ecology Habitat The butterfly prefers to live in a woodland habitat with an understorey of Sweet Bursaria shrubs and a ground layer of native grasses, mosses and leaf litter. They lay their eggs onto the Sweet Bursaria shrubs. The butterfly occurs in three areas of Victoria; 10 locations near Melbourne, one location near Castlemaine in central Victoria, and two locations in the Wimmera.

Sweet Bursaria shrub, by day and night.

Why is it a threatened species? ÆÆ It is very rare and its populations are declining. ÆÆ Its populations are isolated. ÆÆ It is vulnerable to future threats which are likely to result in its extinction, especially habitat degradation. The Issues ÆÆ The destruction and fragmentation of habitat (by clearing, trampling, slashing, rubbish dumping, changes to drainage patterns and bushfires). ÆÆ Environmental weeds are invading the habitat. Æ Etham Copper Butterfly locations. Æ Introduced rabbits and hares are eating Sweet Bursaria. ÆÆ A change in fire patterns can encourage understorey growth and reduce the area the butterflies can use as a flight path. Sweet Shrubs and Ants ÆÆ Isolated small populations are vulnerable to inbreeding which The caterpillars of the Eltham Copper Butterfly have an interesting can cause the population to collapse and become extinct. relationship with ants. By day they shelter in ant’s nests in the ground near the roots of the shrub. At night the caterpillars are ÆÆ The largest known Eltham Copper Butterfly population is guarded by the ants when they come out to feed on the leaves of on Melbourne’s urban fringe, and so is especially prone to the Bursaria. In return, the ants feed on the sugar secretions from human pressures. the caterpillar. The Eltham Copper Butterfly is only found in areas ÆÆ Because of the potential for damage from vehicles, people where these particular ants (Notoncus) occur since the caterpillars and their pets, the long-term survival of the any wildlife rely on the ants for their survival. Interestingly, there are many species in urban fringe areas needs the active support of areas in Victoria that seem to have the right habitat and where residents and local authorities. these ants occur, but the butterfly has not been found there. ÆÆ There is still much that needs to be learnt about the butterfly’s ecology. Activity #21 Eltham Copper Butterfly Background Note

What is being done? Actions Include The Eltham Copper Butterfly occurs at 10 locations in Melbourne’s ÆÆ Making some of the known butterfly sites into conservation outer northern suburbs. reserves. One of the sites has been conserved because of a public appeal. ÆÆ Conducting long-term population monitoring. In 1987, a developer proposed a subdivision plan for an area ÆÆ Strictly controlling development in identified reserves. of Eltham that at the time was thought to have one of the last surviving colonies of the Eltham Copper Butterfly. ÆÆ Improving Eltham Copper Butterfly habitat on private land near the Eltham reserves by planting Sweet Bursaria plants to The Eltham community and other Victorian’s rallied to support this help the butterflies spread between reserves. local endangered species. This little butterfly sparked an increased awareness in the plight of native wildlife. This led to more ÆÆ Studying the plant, butterfly and ant responses to fire. government and community conservation actions. Public concern ÆÆ Fire management to improve habitat quality. led to increased research on the butterfly and more locations with small populations of the butterfly were found. Scientists, as ÆÆ Educating people about the butterfly. community members, voiced their concern. Local artists donated Groups involved in the Eltham Copper Butterfly’s statewide their work to help raise the funds. The public appeal and fund conservation program include: raising (co-ordinated by the Victorian Conservation Trust from 1987 to 1989) raised almost $60,000. The Shire of Eltham (now ÆÆ City of Banyule Shire of Nillumbik) provided $125,000 and the Department of ÆÆ Country Fire Authority Natural Resources and Environment provided $300,000. With this money one of the known Eltham Copper Butterfly sites was ÆÆ Department of Sustainability and Environment purchased and set aside as a conservation reserve. ÆÆ Friends of Diamond Creek So instead of all of the Eltham site being subdivided, part of it ÆÆ Friends of Eltham Copper Butterfly was made into a conservation reserve for the butterfly. This site would otherwise have been subdivided into residential blocks and ÆÆ Friends of Yandells Reserve the butterfly colony destroyed. This site has now been fenced, ÆÆ Melbourne Zoo signs have been erected, it has been weeded and car bodies and rubbish removed. A Parks Victoria part-time park ranger patrols ÆÆ Museum of Victoria and manages the site and helps the Friends of Eltham Copper ÆÆ Parks Victoria Butterfly group that was formed in 1989. ÆÆ Shire of Nillumbuk The Action Statement ÆÆ Trust for Nature The Eltham Copper Butterfly is listed as a threatened species in The Friends of the Eltham Copper Butterfly are very active in Victoria under the Flora and Fauna Guarantee Act 1988. DSE has protecting the butterfly and restoring its habitat. Their activities prepared an Action Statement outlining the steps to be taken include weeding, propagating and planting Sweet Bursaria, and to ensure the protection and conservation of the Eltham Copper helping the Museum of Victoria with monitoring (annual larval Butterfly. and adult butterfly counts). The Friends have increased community awareness of the butterfly’s needs through displays, habitat walks, These steps include: talks to schools and residents, letter drops to butterfly habitat ÆÆ Learning more about the known sites where the butterfly neighbours and helping with publicity events for the butterfly occurs. Those colonies thought most viable in the long such as colouring competitions. term should be given the most attention for management, Banyule City Council maintains section of Yandell’s Reserve in restoration and protection work. Greensborough especially for the Eltham Copper Butterfly. The ÆÆ Maintaining in the wild as many individual colonies as Friends of Yandells Reserve help with weed control and butterfly possible in order to have most genetic variation. monitoring. ÆÆ Focussing on maintaining suitable habitat. ÆÆ Establishing new populations, where practical, at suitable sites in the butterfly’s known range.

Etham Copper Butterfly. Vulnerable species – Woodland Ecosystem. Biodiversity in proportion. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet

2. Use the features illustrated in the Mountain Pygmy-possum Mountain Pygmy-possum Winter and Summer Habitat scene to describe the possum’s habitat and food. 22 The Mountain Pygmy-possum (also known as Burramys) is a unique alpine mammal well 3. In what ways could recreational activities that are not managed properly harm this possum? adapted to alpine conditions. 4. Explain the possible connections between leaving food scraps about in a ski resort and predation of Mountain Pygmy- possum by foxes or feral cats. Materials (Food scraps increase the likelihood of House Mouse, which ÆÆ Mountain Pygmy-possum Background Note. although not a major problem in itself, could increase numbers of foxes around the ski resorts, which in turn means ÆÆ Mountain Pygmy-possum Winter and Summer more foxes to hunt the Mountain Pygmy-possum.) Habitat. 5. Research: ÆÆ Teacher Reference: Mountain Pygmy-possum Action Statement a) a) Mountain Pygmy-possum hibernation; b) b) the possible effect of global warming and climate change on Mountain Pygmy-possums. Advance Preparation 6. Describe actions being undertaken to protect Mountain Copy Background Note and habitat artwork for small group work. Pygmy-possums. 7. Describe some ways people can help protect Mountain Activities Pygmy-possums when they visit mountain resorts where it lives. 1. Students read (or have read to them) the Background Note and explain: Acknowledgement a) why rock screes are important to the Mountain Pygmy- possums survival Ian Mansergh, Dean Heinze, DSE. b) what connection Mountain Pygmy-possums has with Bogong Moths c) the main threats to this possum’s survival d) why the Mountain Pygmy-possum was more widespread in prehistoric times.

Mountain Pygmy-possum in Winter (left) and Summer (right) Habitat. Endangered species – Alpine Ecosystem

In prehistoric times Mountain Pygmy-possums (Burramys parvus) Threats were widespread. Since the last ice age, their habitat has been contracting up into the mountains. The possum was thought to ÆÆ Habitat destruction and fragmentation from inappropriate be extinct until it was re-discovered in a ski lodge in in Victoria in human activities. 1966. It only occurs in high alpine rocky heathland on Mt Bogong, ÆÆ Loud noises which can disrupt the possum’s hibernation. Mt Buller, Mt Higginbotham and Mt Loch and the Bogong High Plains in Victoria (a total habitat area of about 3 square ÆÆ Dogs, foxes, cats, house mice, and black rats. kilometres), and at Mt Kosciusko in NSW. ÆÆ Global warming, leading to the loss of some areas of alpine The Mountain Pygmy-possum or Burramys is adapted to take habitat. advantage of the abundant food available during the short alpine ÆÆ Fire damage to their habitat and food supply. summer. Its main food is the fat-rich Bogong Moth. But it also eats and stores the fleshy fruit and seeds of Mountain Plum Pine, Snow Beard-heath and Rambling Bramble, for use in the winter What is being done? when food is scarce. During winter it reduces its energy needs by hibernating - the only Australian mammal that does. It is also the Some conservation actions so far include: only Australian mammal to store food and to live all its life above ÆÆ A tunnel has been built under the main road at Mt Hotham the snow-line. It spends winter in nests within the rock screes to allow the area used by the males in the non-breeding where temperatures are not as cold as other areas. season to be connected with the main female population. Burramys lives in and next to areas used as alpine ski resorts. In (It was dubbed by the media as the ‘tunnel of love’.) The the past, some areas of rocky scree and shrubs have been cleared good news is that the possums do use the tunnel. to form ski slopes. ÆÆ Revegetating and improving habitat corridors between In the past, the roads to the slopes have caused problems. Males Burramys populations has occurred to reconnect some and females live separately, with males moving to join females separated habitat areas. during the breeding season (October to November). When a road ÆÆ Controlling foxes in known habitat areas. was built between these areas, it separated males and females, disrupting the possums during the breeding season. ÆÆ A captive breeding colony has been established at Healesville Sanctuary for education, display and scientific study. The re-introduction of captive-bred Burramys was rejected after experiments suggested that animals bred in captivity may be less able to hibernate and survive in the wild. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Map work Striped Legless Lizard 3. Compare the Grasslands area (pale green and slightly darker 23 This case study examines one of the many green) on the pre settlement and current vegetation map. endangered native grassland species. The large Describe any changes. Suggest the main reason for the number of endangered grassland species is a change in distribution of the Striped Legless Lizard. direct consequence of the reduction in native Threats grassland habitat - only 0.01% of its former range exists. Suited to small groups. 4. How does each of the threats listed in the Background Note affect the lizard’s survival? 5. Explain how each of the Actions listed in the Background Materials Note could affect the lizard’s survival. 6. Students use reference books/sources to find out in what ÆÆ Class set of Grassland Ecosystem Images and ways a legless lizard is different from a snake. Info 7. Students use references to find out about the other ÆÆ Striped Legless Lizard Background Note threatened native grassland species in Table 1. ÆÆ Table 1: Threatened Grassland Species d) a) What do they look like? ÆÆ Pre-settlement and current vegetation maps e) b) What features about them are particular interesting. ÆÆ Grassland Habitat and Food Web f) c) What are their particular habitat and survival needs in ÆÆ Any other Grassland posters or images you may a native grassland? have 8. Find out if there is a remnant native grassland near you. ÆÆ Teacher reference: Striped Legless Lizard Action a) What species occur in the remnant? Statement b) Is it on private land or on public land such as a road side, railway line or cemetery? Advance Preparation c) Is it protected for conservation purposes? 1. Copy for small group work the Background Note and the d) Is there a conservation/Friends group involved with it? Grassland Habitat Scene and Food Web. (Projects are already underway in Sunbury, Deer Park, 2. Make copies of Table 1. Laverton, and Derrimut on the Western Volcanic Plains.)

Activities Acknowledgement 1. 1.Distribute to small groups a Grassland Ecosystem Image, Alan Webster, DSE. Grassland Habitat Scene and Background Note. Students Striped Legless Lizard brochure and Action Statement. DSE. read the Note (or have it read to them). Food web from Catchment Education Resource Book. NRE. Grassland habitats 1. While they view the image and artwork, read out to students Excursions the information of Native Grasslands. Explain new words Melbourne Zoo and the Open Range Zoo at Werribee. such as ‘floristically rich’ (rich in plant life) and ‘viability’ (ability to survive). 2. Students find the Striped Legless Lizard’s head in the Grassland Habitat scene. In another location in the scene they draw a whole Striped Legless Lizard to show it’s size in relation to the plants. Label features of the scene that make it good habitat for this lizard. (E.g tussock grass for shelter; cracks in ground to hide in.)

Grassland Food Web

Hawk Quoll Snake

Dunnart

Bandicoot Legless Lizard Insects

Beetles

Herbs Native Grass Orchids

Decomposers and Bacteria

Grassland Habitat Tussock Grass Tussock Grass Kangaroo Grass

Daisy Button Daisy Bluebell Activity #23 Striped Legless Lizard Background Note

Although active during the day the Striped Legless Lizard (Delma The Action Statement impar) is rarely seen. It spends the day hidden among tall grass tussocks, under rocks or leaf litter, or down cracks in the ground. An Action Statement outlining the steps that need to be taken Being a legless lizard it looks like a small snake; it is slightly thicker to ensure the long term survival of the Striped Legless Lizard has than a pencil and grows to about 30 cm long. This lizard has been prepared. stripes along the whole length of its body - no Victorian snake has The Action Statement lists the major conservation objectives for stripes like this. ensuring that the Striped Legless Lizard can survive and flourish in the wild. These include: Habitat ÆÆ Finding out what is the most suitable habitat for the lizard The Striped Legless Lizard prefers a habitat of native grassland. ÆÆ Maintaining or establishing in the short term at least five It particularly likes grass tussocks that are perennial (live more areas of suitable habitat where the threats have been than one year), such as Kangaroo Grass. It is one of many species removed so that each area can support a viable population directly affected by the almost complete loss of native grasslands of the lizards (Table 1). ÆÆ Where possible, linking some of these areas via corridors of Why is it a threatened species? suitable habitat ÆÆ Having a total population of more than 1000 individual ÆÆ Habitat destruction. lizards. ÆÆ It is rare and its populations are declining.

ÆÆ Populations are small and isolated. Other Actions These include: In the past, Victoria’s native grassland habitat has been used to meet our farming requirements. Heavy grazing by large flocks of ÆÆ Management plans have been prepared for remnant sheep and cattle from early on in the colony’s settlement lead to Grasslands and Grassy Woodlands compaction of the soil. Prolonged grazing by stock meant there was very little summer cover for native ground animals. ÆÆ A small number of Striped Legless Lizard are held at Melbourne Zoo It is important now to protect the remaining native grassland remnants by working with the community to avoid inappropriate ÆÆ Native grassland sites are being surveyed to identify suitable activities. These include trampling, weed invasion, rock removal, sites to which Striped Legless Lizard’s can be relocated unplanned fires, increased numbers of introduced predators such ÆÆ Interpretation and education programs are conducted at as foxes and cats, collectors capturing the lizards and people Melbourne Zoo mistaking them for snakes and killing them. ÆÆ The Friends of the Striped Legless Lizard community group Because the remaining native grassland habitat is now small and began in 1991 fragmented, Striped Legless Lizards probably occur in fairly small, isolated populations. The fact that this lizard does not like to ÆÆ A community awareness brochure on the Striped Legless venture into areas with little vegetation cover means that it is less Lizard and a poster on native grasslands were produced able to recover from a disaster or colonise new areas. by NRE in 1991, and a new brochure in 1995. The Striped Legless Lizard Action Statement is available on DSE website Of the native grassland remnants in Victoria with suitable habitat for Striped Legless Lizards, only one (Derrimut Grassland Reserve ÆÆ Some landowners with suitable remnant native grassland in Melbourne’s outer western suburbs) is a conservation reserve. are participating in the Land for Wildlife Scheme to conserve Most remnant native grassland is on private land. Striped Legless Lizard habitat on their properties.

What is being done The Striped Legless Lizard is listed as a threatened species in Victoria under the Flora and Fauna Guarantee Act 1988. In 1991 it was listed by the Australian and New Zealand Environment and Conservation Council (ANZECC) as vulnerable in Australia. The National Recovery Team effort involves the Department of Sustainability and Environment (DSE), Melbourne Zoo, the ACT Parks and Conservation Service and universities. They are working together to find out more about the biology of the Striped Legless Lizard and develop management programs. The Federal agency, Department of the Environment, Water, Heritage and the Arts, has provided some funding.

Striped Legless Lizard Endangered species – Grassland Ecosystem Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet Acknowledgement Sunshine Orchid Alan Webster, Fiona Coates, NRE. 24 This activity explores the ecology and Artwork by Mali Moir. conservation of ‘Victoria’s most beautiful orchid’, a threatened native grassland plant. Suited to group work. The Sunshine Orchid is also known as the Sunshine Diuris.

Materials

ÆÆ Sunshine Orchid Background Note ÆÆ Teacher reference: Sunshine Diuris Action Statement

Advance Preparation 1. Copy the Sunshine Orchid Background Note for small group work.

Activities 1. Distribute the Background Note for students to read, or read it out to them. 2. What do you think the second part of it’s scientific name tells us about this plant? 3. What are the introduced weeds and pests that are threatening the orchid? 4. How can the following activities help conserve this orchid? ÆÆ Conserving native grasslands. ÆÆ When people visit a native grassland, they should keep to formed tracks, not dump rubbish and not disturb the soil. 5. Explain how and what connections the following have with the Sunshine Orchid: ÆÆ Native grasslands; ÆÆ Railway line reserves; ÆÆ Herbicide spraying; ÆÆ House Mouse, snails and slugs; ÆÆ Striped Legless Lizard. 6. What roles do each of the groups listed under ‘Actions so Far’ play in saving the Sunshine Orchid. Sunshine Orchid Endangered plant – Grassland Ecosystem

The beautiful highly endangered Sunshine Orchid (Diuris Groups involved include: fragrantissima) was once a common plant on the grassland plains ÆÆ DSE. west of Melbourne, between Werribee and Sydenham. It is now known from only one site in Victoria, in suburban Melbourne. ÆÆ Melbourne Zoo, Horticulture Department. As its scientific name suggests, it is delightfully scented. ÆÆ Royal Botanic Gardens, Melbourne. Most plants, including orchids, grow ‘symbiotically’ with fungi. ÆÆ LaTrobe University. This means that both the fungus and the plant benefit from the ÆÆ Victoria University of Technology. relationship. ÆÆ Australasian Native Orchid Society. The orchid survives the hot dry summer as a dormant underground tuber, then when the autumn rains fall it sprouts ÆÆ Public Transport Corporation. slender grass-like leaves. It flowers between October and late November. ÆÆ Volunteers. Botanists have been concerned with the plight of the Sunshine Orchid since the 1930s; one botanist wrote “the species was at one time exceedingly plentiful, but is now becoming scarce”. By 1951 Government Botanist Jim Willis believed that “Victoria’s most beautiful orchid” the Sunshine Orchid, was in danger of extinction.

Threats The major threats to the Sunshine Orchid are: ÆÆ Habitat destruction and degradation. ÆÆ Introduced weeds. ÆÆ Introduced animals. ÆÆ Trampling by people.

ÆÆ Collection by orchid enthusiasts. If the soil is disturbed, weeds can invade the site more easily.

Actions So Far The Sunshine Orchid has been listed under Federal and State Acts to protect endangered species. An Action Statement has been prepared. Actions underway include: ÆÆ A Recovery Team for the Sunshine Orchid has been set up. ÆÆ Seeds from wild Sunshine Orchids have been collected to propagate and grow for re-introductions in the wild. ÆÆ Flourishing off-site collections of the orchid are held at Melbourne Zoo and with several private growers. ÆÆ The site where the orchid occurs is being protected, e.g. by re-fencing and sign-posting it so people know it is a conservation area. ÆÆ Re-introduction trials are being conducted over the next 3 - 5 years. Sunshine Orchid ÆÆ Pest control work is being conducted. Endangered plant – Grassland Ecosystem Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet

6. Suggest some possible conservation management activities Spotted Tree Frog that would help protect the Spotted Tree Frog. Use the following headings as a guide: 25 This case study investigates an endangered frog and also looks at the threats on frogs and their ÆÆ Protection of stream habitat habitats more generally. Suited to group work. ÆÆ Protection of off-stream habitat The Spotted Tree Frog is one of Victoria’s 33 ÆÆ Introduced fish (eg. Trout) species of native frogs. This activity can be used ÆÆ Weed control as an introduction to the investigation of local frog species. ÆÆ Recreation ÆÆ Grazing Materials ÆÆ Mining 7. Scenario. ÆÆ Spotted Tree Frog Background Note A survey of the stream near a campground in a State Forest has ÆÆ Table 1: Threats to Frogs just been found to have a population of an endangered frog. The site is managed by DSE. ÆÆ River Habitats artwork; Imagine you are one of the local DSE staff and it is your task to ÆÆ Teacher reference: Spotted Tree Frog Action manage visitor campgrounds in the State Forest as well as manage Statement the action program to protect endangered species in the State Forest. What problems could inappropriate camping cause for the frog? What would you do to protect the endangered frog that Advance Preparation occurs near the campground? 1. Copy Table 1 and the River Habitats artwork for small group work. Acknowledgement 2. Copy the Background Note for small group work. Greg Hollis, Kim Lowe, Graeme Gillespie, DSE. Activities Felicity Faris, Threatened Species Network Victoria. As a class Further Reference 1. Discuss the frog life cycle, highlighting that frogs do not Spotted Tree Frog Action Plan spend all of their time in the water. Many species leave the in-stream habitat (the water) for part of the year. But all frogs return to water to breed. Additional Activities Refer to the River Habitats artwork Waterwatch Eduction Kit, Waterwatch Victoria and Barwon Water. 1997 2. On the left hand side scene, label the features that provide good habitat for frogs. On the right hand side scene label http:// www.vic.waterwatch.org.au. the features that make it a less suitable habitat for frogs. Explain why. (E.g. poor habitat for frogs: very little streamside vegetation; stock have access to all areas of the river bank; the water has lots of sediment (silt) in it; weeds such as blackberries.) Small group work. Students read Table 1 and the Background Note (or have it read out to them), then answer the following: 3. Why are frogs seen as indicators of environmental health? 4. Describe the main features of the habitat for the Spotted Tree Frog. 5. Which impacts listed in Table 1 particularly relate to the Spotted Tree Frog? Explain these impacts in terms of their impact on water flow, water quality, and the amount of silt entering a stream (sedimentation). How can people help these and other frog species? (Search the internet for suggestions).

Table 1: Threats to Frogs

Threats ÆÆ Invasion of their habitat by introduced weeds such as blackberry and gorse. ÆÆ Cats, foxes and introduced fish (eg. Trout). ÆÆ Herbicide run-off. ÆÆ Grazing by livestock along streams. ÆÆ Streamside vegetation clearing or damage. ÆÆ Activities such as some timber harvesting operations and road construction which can lead to siltation, if not properly managed. ÆÆ Recreational activities such as fishing in inappropriate areas.

ÆÆ Increased UV radiation and climate change

Good aquatice habitat Poor aquatic habitat Activity #25 Spotted Tree Frog Background Note

Frogs are a group of very adaptable creatures that have survived on Earth for over 200 million years. But over the past two decades frog populations around the world have been declining at an alarming rate. Some frog declines and extinctions have occurred in remote natural environments. Their permeable skin and their need to spend at least part of their life in water makes them susceptible to pollutants. As frogs are seen as an indicator species and may be warning us that environmental changes are taking place, it is in our own interest to find out why they are declining in numbers.

Spotted Tree Frog The Spotted Tree Frog (Litoria spenceri) is a medium-sized frog (5-6 cm long) with a warty back and fully webbed toes. The back of the frog varies in colour between bright green, pale brown and olive-grey. Despite recent extensive surveys of most major streams within the species’ range, it has only been found in a few widely scattered locations in mountain streams in the Central Highlands, north-east Victoria and New South Wales. These separated populations indicate the Spotted Tree Frog once had a wider distribution. Adults live in vegetated, fast-flowing, rocky streams in mountainous areas. They use the stream environment between October and April but it is not yet known what habitats they use at other times. Adhesive discs on their toes allow tree frogs to climb vertical surfaces such as tree trunks and rock faces. They are mostly found in areas with limited access and little disturbance by people. Spotted Tree Frog Why Is It a Threatened Species? Endangered species – Inland Waters Ecosystem ÆÆ The Spotted Tree Frog’s geographic range appears to be shrinking. ÆÆ Their numbers are low and declining. ÆÆ Its in-stream and out stream habitats are being changed. ÆÆ Introduced non-native fish are thought to be a major threat. These occur throughout the Spotted Tree Frog’s range. Introduced non-native fish eat Spotted Tree Frog tadpoles.

Activities which change the: ÆÆ water flow ÆÆ water quality ÆÆ amount of silt entering a stream can damage the habitat of frogs if not carefully managed. These activities could include those occurring in or near known habitat streams and those occurring further upstream in the catchment of these streams. Frog habitat can also be affected by intensive recreation activities. Victoria’s Biodiversity – Education Resource 1 Student Activity Sheet What I can do 26 This activity focuses on what students can do as individuals and as a class to help conserve Victoria’s biodiversity. As much as possible, choose a local species or site to help protect. Suited to group work.

Materials

ÆÆ What I Can Do handout.

Advance Preparation 1. Make an overhead of the handout, or copy it for student use.

Activities 1. In small groups students read the ‘What I can do’ handout 4. Each student chooses an action they will personally (or read it out to them). undertake at home for the next 4 weeks. They identify a plan to help them carry this action out. 2. Add to the list of ideas in the handout. Assign each group one of the action ideas for them to discuss how that action 5. As a class, decide on an action project to help conserve a can help conserve biodiversity. As each group reports on their local species or remnant vegetation site. Learn more about action idea, discuss them as a class. the species or site. What are its special features? Develop a realistic action plan for the project. Work in with local Friends 3. As a class, decide on an action project to improve wildlife or conservation groups. Monitor the progress the class/group habitat in your school grounds. makes. Celebrate your achievements for biodiversity.

Here are a few suggestions to help individuals and groups enjoy and help protect Victoria’s biodiversity. ÆÆ Enjoy them, wander about in them, look at the plants, look and listen to the birds and other wildlife. ÆÆ Learn more about Victoria’s rich diversity of plants animals and ecosystems to recognise their values. ÆÆ Learn to recognise threats to these areas and species. ÆÆ Get involved in practical conservation activities at home and school such as recycling. Reduce waste. Helping conserve resources in general will help protect the environment and wildlife.

ÆÆ Help protect a local area and species.

Visit and Enjoy the Sights, Sounds and Link Up a Conservation Group Scents in a Natural Environment Schools can establish links with local conservation or environment groups and benefit from their knowledge of local environments. Spring is an ideal time to visit to see the wild-flowers and birdlife. Winter flowering eucalypts attract a host of birdlife so bird watching can be especially rewarding in winter. Visit the same site Help Protect a Site over the seasons to see how it changes. Record your observations. ÆÆ Help a local Friends group or local conservation group Take photographs. regenerate or revegetate a nearby disturbed area. Contact ÆÆ Take a field trip to a local natural area to experience your local DSE office or the VNPA (www.vnpa.org.au) for and enjoy its diversity. Take part in outdoor activities to names and contact details of local groups. experience and learn about that environment. ÆÆ Adopt a remnant site and help to protect it. Whenever visiting a natural environment: ÆÆ Stay on the path. Create Wildlife Habitat ÆÆ Leave your dog at home. ÆÆ Plant a native garden in your school grounds or home and/or set up nest boxes. ÆÆ Light fires only in fireplaces and make sure they are out before you leave. ÆÆ Build and set up artificial hollows in a remnant near your school or home. ÆÆ Take your rubbish home with you. ÆÆ Revegetate the understorey in a remnant area. ÆÆ Don’t throw food scraps or garden clippings into the bush as they can spread weeds or disturb the natural balance. ÆÆ Help plant a corridor connecting remnants. ÆÆ Don’t pick wildflowers – leave them for the wildlife that ÆÆ Organise and conduct media activities (poster displays, street needs them, for their own sake as some are very rare, and theatre, art displays) to raise awareness of local species and leave them for other people to enjoy natural areas.

Learn More About Victoria’s Conservation at Home Biodiversity ÆÆ Practice conservation at home and school to reduce waste. Use resources wisely. ÆÆ Learn from local experts, books and the internet.