Using These Resources

Home , Baw Baw National Park, Cherry Lake (Victoria), Eastern barred bandicoot, Frankenia pauciflora, Hobsons Bay, Leptorhynchos (plant)

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

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 2 Student Activity Sheet MarineVictoria’s and EcosystemsCostal Ecosystems Advance Preparation ÆÆMake an overhead of Table 1: Ecosystem Features. 1 ThisThis activity activity introduces introduces students students to toVictoria’s the major least knownecosystems ecosystems. in Victoria, It compares their environmental the different types of livingmarine conditions and coastal and environments some of the plantsin Victoria, and and theiranimals rich diversity that live of in plant these and different animal ecosystems. life. Suited to Activities groupSuited work. to group work. 1. Distribute a different Ecosystem Image and Info to each small group to investigate. 2. Each group examines the image and reads the description Materials page of their assigned ecosystem. They copy Table 1 and list in it the main physical characteristics and environmental ÆÆ Class Set of Victoria’s Biodiversity: Ecosystems conditions of their ecosystem, and the plant and animal Images and Info species mentioned in the text. ÆÆ Table 1: Ecosystem Features 3. Students use additional references such as plant and animal ÆÆ Native plant and animal reference materials field guides to find out more about the characteristic species mentioned in the description page: what they look like; special features that help them survive in that Background ecosystem. 4. Each group makes a short presentation to the class on: Victoria’s Biodiversity: Ecosystem Images and Info describe the major types of ecosystems that occur in Victoria, and some of ÆÆenvironmental conditions in their ecosystem, the plants and animals that live in them. ÆÆhow the living conditions in that ecosystem affect the They group Victoria’s ecosystems as: ways of life of plants and wildlife, ÆÆwhere each of these ecosystems occur in Victoria, Natural Ecosystems: ÆÆsome characteristic species found in it. ÆÆThe Alps 5. Compile a class version of Table 1 to summarise all the ÆÆGrasslands ecosystems. ÆÆHeathlands 6. Identify which ecosystems occur: ÆÆThe Mallee a) near your school, ÆÆDry Forests and Woodlands b) in your region. ÆÆWet Forests and Rainforests ÆÆInland Waters and Wetlands 7. How do people use these different ecosystems? ÆÆThe Coast; ÆÆRelate this to the living conditions and locations of the ecosystems. ÆÆMarine Environments (For simplicity you could initially use only the Intertidal Rocky Shores of the 5 marine habitat images. See Activity 3 Marine and Coastal Ecosystems for further investigation of See Also marine ecosystems). ÆÆActivity 2: Characteristic Species. Human-created Ecosystems: ÆÆ Living Areas ÆÆAgricultural Areas

Table 1: Ecosystem Features. Ecosystem Name Main Physical Features of Main Environmental Living Some Characteristic Species the Ecosystem Conditions of the Ecosystem

e.g. Alpine. Mountain areas above 1500 Snow covered for 4 months of Snow Gum woodland. metres. the year. Bogong Moth.

© 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. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Characteristic species Materials ÆÆClass Class set set of of Marine Victoria’s and Biodiversity: Coastal Ecosystem Ecosystem Im- This activity helps students become familiar with some 2 agesImages; and Info; characteristic species found in each of Victoria’s ecosystems. Suited to group work/pairs. ÆÆMarine Ecosystem Ecosystems Sampler Artwork; Species List; ÆÆTable General 1: Marine posters and of CoastalVictoria’s Ecosystems; native plants and animals; ÆÆMarine and coastal reference books, internet, CD/ ÆÆ DVD.Native plant and animal references such as: Advance Preparation books, CD/DVD, videos.

1. Pin up the posters around the room and set up the references for student access. 2. Blank out the ecosystem heading names on the Ecosystem Sampler Species List then copy the list for student use.

Activities

1. Distribute a set of Ecosystem Images to each pair or small group of students. 2. Explain that the plants and animals illustrated in the images are only some of the native species found in each ecosystem. Some species occur in more than one ecosystem. Their task is to identify as many as possible of the characteristic plants and animals for each ecosystem – i.e. the ones that are most unique to that ecosystem or rarely found anywhere else. 3. Using this reference and their own knowledge, students compile a list of characteristic species for each of the ecosystems (or assign different ecosystems to different groups). Ecosystem Species List 4. Distribute the Ecosystem Species List for students to fill in the correct ecosystem heading for each list of plants and animals. 5. Assign different ecosystems to different students or small groups. 6. Set up the reference materials or assign a homework task for students to locate plants and animals illustrations of the species listed in their assigned ecosystem. Students also Weedy Seadragon. research what these plants or animals needs to survive and any special adaptations they have to help them survive in Marine Ecosystems. that environment. 7. Display ecosystem posters on the walls. 8. One ecosystem at a time, students report on their research, pinning up an illustration of the species around the relevant ecosystem poster. 9. Summarize as a class some of the main plants and animals in each ecosystem.

Alps Dry Forests and Intertidal Rocky Shores Pelagic (open sea) Snow Gum Woodlands seaweeds such as Neptune’s plankton Bogong Moth box trees Necklace, Sea Lettuce, Bull Kelp shrimps Baw Baw Frog ironbark trees crabs jellyfish Alpine Water Skink mistletoe seastars squid Mountain Pygmy-possum wattle shrubs shrimps octopus Flame Robin Brush-tailed Phascogale barnacles eels sphagnum Sugar Glider sea snails such as limpets, dog fish such as Silver Trevally, winkles, top shells, elephant Squirrel Glider Barracouta, Jack Mackerel, snails, warreners, abalone pilchards and anchovies Grassland echidna Eastern Barred Bandicoot anemones whales such as Southern Right Swift Parrot Striped Legless Lizard and Humpback Grey-crowned Babbler Subtidal Rocky Reefs Bush Stone-curlew Dolphins such as Bottlenose Bandy Bandy seaweeds such as Bubble Kelp, and Common kangaroos Leather Kelp, Sargassum, Giant Little Penguin native grasses Wet Forests and Kelp Australian Fur Seal orchids sponges Rainforests sea lion daisies Alpine Ash corals peas Blackwood feather stars Living Areas Blanket-leaf crabs Common Brushtail Possum Heathland Lilly-pilly octopus Fruit Bat Common Correa Mountain Ash sea urchins Crimson Rosella banksias Messmate abalone Crimson Bottlebrush hakeas Musk Daisy-bush lobsters honey-myrtles Myrtle Beech fish such as wrasse, sweep, Agricultural Areas grass-trees leatherjackets, Old Wife, Port Stringybark kangaroos native heaths Jackson Shark tree-ferns legless lizards Dunnart Leadbeater’s Possum Seagrass Beds Eltham Copper Butterfly Heath Rat Laughing Kookaburra Spot-tailed Quoll seagrass plants such as Eel New Holland Mouse Grass, Sea Nymph and Fibre- Willie Wagtail bandicoots Inland Waters and ball Weed Masked Lapwing potaroos Wetlands polychaete worms Brolga Ground Parrot River Red Gum sea snails and bivalves honeyeaters Swamp Paperbark shrimp Common Nardoo crabs Mallee Red-necked Avocet seastars Western Pygmy-possum Regent Parrot sea-horses and sea-dragons Bearded Dragon Sacred Ibis young fish such as King George Malleefowl kingfishers Whiting, flounder and mullett Mallee Ringneck Banjo Frog Regent Parrot Beaches and Soft fish such as Blackfish, Murray Pink Cockatoo Cod, galaxias Substrates Desert Banksia sand hoppers Desert She-oak The Coast beach worms Porcupine Grass Coast Tea-tree kelp flies Scrub Pine Coast Banksia soldier crabs Slender Cypress-pine Drooping She-oak polychaete worms Marram Grass sea shells such as pipis, and Orange-bellied Parrot gastropod snails, scallops birds such as Silver Gull, Pied Oystercatcher, and migratory waders such as Eastern Curlew, Curlew Sandpiper, fish such as toadfish, whiting and flounder, stingarees Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Marine and Coastal Ecosystems Materials ÆÆClass set of Marine and Coastal Ecosystem Images This activity introduces students to Victoria’s least 3 and Info; known ecosystems. It compares the different types of marine and coastal environments in Victoria, and ÆÆMarine Ecosystems Artwork; their rich diversity of plant and animal life. Suited to ÆÆTable 1: Marine and Coastal Ecosystems; group work. ÆÆMarine and coastal reference books, internet, CD/ DVD. Background

For many people, going under the surface of the sea is like Activities travelling to another planet – marine life is so very different 1. Assign six groups and distribute a set of Marine and from that on land. Many of us have never even heard of, let Coastal Ecosystem Images and Info to each group. Students alone seen, the hundreds of different kinds of marine plants examine the images. and animals. Other marine species are immensely popular, e.g. whales and dolphins, or much sought after for food, e.g. fish 2. Using the artwork overhead/slide, discuss the location of such as Whiting, shellfish such as scallops, and crustaceans each of the marine ecosystems in terms of distance from such as lobsters. land to deep sea. Students list the six marine environments under the correct heading. The different marine ecosystems are defined by: ÆÆNever exposed to air. ÆÆmajor plants present (e.g. seagrass or kelp); ÆÆSometimes exposed to air at low tide. ÆÆtide level (the species above the low tide line are able to cope with periods of exposure to air and drying out); (Note that several types of ecosystems occur a similar distance from the shore; just which type will depend on the ÆÆtype of substrate (sandy, muddy, silty or rocky). environmental conditions.) Each type of marine ecosystem provides different living 3. Assign one ecosystem to each group. Each group copies conditions and supports different species. Table 1. The marine and coastal ecosystems in Victoria’s Biodiversity: 4. Each group reads their ecosystem’s information to find out Ecosystem Images and Info are: about living conditions and the names of some of its flora ÆÆThe Coast; and fauna. They complete Table 1 for this ecosystem. (Introduce/explain any new terms.) ÆÆIntertidal Rocky Shores; 5. Using the list of plants and animals they compiled for their ÆÆSubtidal Rocky Reefs; ecosystem, each group researches information and sources ÆÆSeagrass Beds; photographs/illustrations for those species. ÆÆBeaches and Soft Substrates; 6. Each group prepares a class presentation about their marine ecosystem, describing living conditions in it, showing ÆÆPelagic (open sea). photographs of the species found in it, and any interesting features or adaptations these species have for coping with Extension: life in that particular marine environment. They include what they find particularly unique or special about the plant ÆÆPoster(s) of marine or coastal environments. or animal. What are possible implications if that species was Advance Preparation to become extinct? 7. As a class, summarize the findings for all six marine and ÆÆCopy Marine Ecosystems Artwork for each group and coastal ecosystems. prepare as an overhead/slide.

Table 1: Marine and Coastal Ecosystems Living conditions Plants Animals The Coast Intertidal Rocky Shores Subtidal Rocky Reefs Seagrass Beds Beaches and Soft Substrates Pelagic (open sea)

Label the illustrations to show the different marine ecosystems. Species in Artwork Use the Species in Artwork list to label the plants and animals ÆÆpigface, Marram Grass, Little Penguin and chick, seaweed illustrated. Research these species to find out about their living debris, sand hopper, Hooded Plover, sandworm, pipi, swimmer requirements – e.g. what they eat, what eats them, adaptations to crab, Little Penguin, pilchards; their environment. Draw food webs showing the flow of energy in different marine ecosystems. ÆÆsaltmarsh, mangroves, shore crab, sandworm, pipi, ibis, seagrass, Black Swan, bream, whiting, snail, ghost shrimp, pelican; ÆÆperiwinkles, barnacles, limpets, sea lettuce, anemone, seastar, Neptune’s Necklace, sea squirt, sea urchin, abalone, rock lobster, Bull Kelp, Giant Kelp, leatherjacket, Port Jackson Shark. Activity #3 Marine Ecosystems Artwork

pigface

Marram Grass Hooded Plover

Little Penguin high tide level Little Penguin pilchards and chick

seaweed sand debris hopper pipi sandworm

swimmer crab

ibis pelican

Black Swan saltmarsh mangroves seagrass

pipi shore crab fish such as ghost shrimp bream and whiting sandworm

periwinkles

sea urchin sea squirt

Neptune’s Giant Kelp Bull Kelp Necklace barnacles limpets leatherjacket sea lettuce anemone abalone

rock lobster seastar Port Jackson Shark

Acknowledgement:

ÆÆMark Rodrigue, Marine Discovery Centre Excursion:

ÆÆMarine Discovery Centre, Queenscliff Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Heathland Ecosystems Materials ÆÆClass set of Heathland Ecosystem Images and Heathland ecosystems are probably not as 4 Info; well known to students as, for example, forest ecosystems. This activity introduces students to ÆÆHeathland Scene; heathland ecosystems, the rich diversity of life in ÆÆHeathland description in Activity 5: Vegetation Types them and some of the plant’s adaptations to living in of Victoria; a low nutrient environment. Suited to group work. ÆÆReference books, internet, CD/DVD.

Background Activities

Australia’s heathlands contain a very high diversity of plant life. 1. Assign small groups and distribute to each group a copy of The soil where they grow is low in nutrients and this has, over the Heathland Scene (or show as overhead), the Heathland millions of years, led to the evolution of many kinds of plants description in Activity 5: Vegetation Types of Victoria and a that are able to cope with these harsh conditions. For example, copy of the Heathland Ecosystem Image and Info. Students the plants are shrubs rather than trees because of the limited read the text and examine artwork and image to answer nutrients and water. The plants have small leaves because there the following. is plenty of sunlight. The hard coating on their leaves protects (Introduce/explain any new terms used in the text.) them from drying out and this reduces water loss from the 2. Students describe the physical conditions (soil, water, leaves. Their stiff, sharp leaves deter animals from eating them. sunlight, fire) for life within heathlands for: Many heath-land plants have woody seed cases to protect their seed from fire. Many can resprout from their rootstocks after a. a) plants; fire. b. b) animals. Heathlands occur near the coast (sandy soils) or inland in the 3. They describe the general characteristics of plants within Mallee (sandy soils) or Dry Forests (rocky soils). a heathland. They explain these features in terms of adaptations to their environment (e.g. to the soil, water, or Advance Preparation sunlight conditions, or fire). ÆÆCopy the artwork and/or prepare as an overhead/slide. 4. Students list some of the flora and fauna found in Victoria’s heathland ecosystems. Using their list of plants and animals compiled for a heathland ecosystem, each group researches information and sources images/illustrations of those species. grass tree 5. Each group prepares a class presentation on a heathland species, including features or adaptations these species banksia have for coping with life in a heathland environment. sedge 6. Where possible, explain all the links between the species banksia the students have drawn in the Heathland Scene. What do these animals eat and what eats them? Draw a food chain to show the flow of energy in this ecosystem. correa Excursion

ÆÆVisit the remnant native heathland at the Royal Botanic Gar- Spider Orchid Common Heath dens, Cranbourne. See Also

Activity 15: Change in Victoria’s Vegetation. Activity 22: Eastern Barred Bandicoot. Activity 25: New Holland Mouse.

ÆÆMatch the plant names to the illustrations in the heathland Species in Artwork scene. ÆÆDraw heathland animals in this scene, to scale. ÆÆCommon Heath, Spider Orchid, banksia, correa, grass tree, sedge, she-oak. ÆÆDraw food webs to show the flow of energy in a heathland ecosystem. Excursion

ÆÆVisit the remnant native healthland at the Royal Botanic Gar- dens, Cranbourne. Contact the Education Service. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Vegetation Types of Victoria 5 The following descriptions accompany the colour maps of Simplified Native Vegetation Map of Victoria-Extant (which means present) and pre 1750. Please note that not all the descriptions in the maps legend match exactly with descriptions in the activity. These species names can guide student research in reference books, CD/DVDs and on the internet. Please not that some species scientific names may have changed. Images and illustrations of these vegetation types and species will help develop an appreciation of the rich diversity of Victoria’s native plants.

Vegetation Type Descriptions Coastal grassy woodlands

These descriptions cover the main Vegetation types shown on Coastal Grassy Woodland occurs on the damper loam soils of the maps, but not all. dunes and sand sheets. ÆÆspp. = species This woodland vegetation generally contains: ÆÆtrees such as Coast Manna Gum Eucalyptus pryoriana, Coastal scrubs and grasslands Coast Banksia Banksia integrifolia, Drooping Sheoke Allocasuarina verticillata and Black Sheoke Allocasuarina This vegetation occurs in a narrow zone along the coast, mostly littoralis; on sandy soils on dunes and rocky headlands that are directly exposed to salt spray and strong winds. ÆÆfew understorey shrubs of Black Wattle Acacia mearnsii; The vegetation is mainly: ÆÆground layer with a variety of grasses such as Wallaby Grasses Danthonia spp., Tussock Grasses Poa spp.; ÆÆgrasses such as Prickly Spear Grass Stipa stipoides, Hairy Bracken Pteridium esculentum; sedges such as Spiney Spinifex Spinifex sericeus, Australian Salt-grass Distichlis Mat-rush Lomandra longifolia; Club-rush Isolepis nodosa; distichophylla; and ÆÆsedges such as Club-rushes Isolepis nodosus, Coast Sword- ÆÆherbs including Pennyworts Hydrocotyl spp., Stone-crops sedge Lepidosperma gladiatum, Sandhill Sword-sedge Crassula spp., Starworts Stellaria spp. and various orchids. Lepidosperma concavum; ÆÆsalt tolerant herbs such as Sea-celery Apium prostratum, Box Ironbark forests Karkalla Carpobrotus rossii and Rounded Noon-flower Disphyma crassifolium, Austral Stork’s-bill Pelargonium The Box Ironbark vegetation type occur on the gentle slopes australe, Coast Groundsel Senecio spathulatus; and and hills mostly north of the Great Divide, in a rainfall regime of 400–600mm. The clayey soils are usually of moderate to low ÆÆsalt tolerant shrubs such as Sea Box Alyxia buxifolia, fertility. Common Boobiallas Myoporum insulare, Coast Wattle Acacia sophorae, the Composites (Daisy Family) Olearia The vegetation type is dominated by: spp., Helichrysum spp., and Leucocephalus brownii. ÆÆtrees of moderate height such as Red-Ironbark Eucalyptus These salt tolerant plants have adaptations to survive high levels tricarpa, Mugga Eucalyptus sideroxylon, Grey Box of wind borne salt and low levels of moisture in the soils. Eucalyptus microcarpa; and ÆÆshrubby understorey of Wattles Acacia spp., Guinea- flowers Hibbertia spp., Composites Cassinia spp. and Ozothamnus spp., Parrot Peas Dillwynia spp. and Bitter-peas Daviesia spp. ÆÆThere are few herbs.

Heathy Woodlands Dry Foothill Forests This vegetation type develops on infertile soils such as deeply This vegetation type occurs on the foothills and mountain ranges leached sands that may have a coffee rock horizon (where the of Victoria where rainfall is less than 800mm and may be as low leached iron of upper soil horizons has formed into a hard layer). as 600mm per annum. Soils are usually skeletal with moderate This vegetation occurs mainly to the south of the Great Divide on to low fertility and consist of clays or sandy clay loams. Aspect the coastal plains of the State under low to moderate rainfall. affects the distribution of the foothill forests at the higher end of the rainfall range where they becomes restricted to northern or The vegetation consists of: western slopes. ÆÆscattered overstorey trees such as Shining Peppermint The dry foothill forests are medium to low forests with: Eucalyptus nitida; and ÆÆtrees include Red Stringybark Eucalyptus macrorhynca, Red ÆÆheathy shrubs such as Wattles Acacia spp.; Parrot-peas Box Eucalyptus polyanthemos, Silvertop Ash Eucalyptus sieberi, Dillwynia spp.; Tea-trees Leptospermum spp., Heaths Epacris and Broad-leaved Peppermint Eucalyptus dives; with sp., Astroloma spp. and Brachyloma sp.; Banksias Banksia spp.; Cone Bush Isopogon sp.; Hakeas Hakea spp.; Sheoaks ÆÆa generally shrubby understorey of Wattles Acacia spp.; Allocasuarina spp.; and sedges such as Caustis spp. Bitter-peas Daviesia spp.; Shrubby Composites Ozothamnus spp.; Cassinia spp., or a heathy understorey of Grevilleas ÆÆHerbs and grasses are not usually present. Grevillea spp.; Wattles Acacia spp.; Peas Wedge-peas Gompholobium spp.; Parrot-peas Dillwynia spp.; and heaths Heaths such as Monotoca spp. and Brachyloma spp. Heath vegetation type develops on a variety of soil types that are often seasonally wet. The soil fertility is low either because of the Moist Foothill Forests inherent qualities of the soil (sands), or the nutrient availability is These forests are restricted to the foothills and mountain ranges restricted by too little or too much water. of Victoria where rainfall is between 800mm and 1400mm per Heath vegetation type is generally dominated by: annum. Soils are generally clay loams with moderate to high levels of organic matter. Cloud cover and aspect play a significant part ÆÆshrubs (Heaths Epacris sp., Astroloma sp., Brachyloma sp., in the distribution of these forests at the lower end of the rainfall Monotoca sp.; Cone Bush Isopogon spp.; Wattles Acacia spp.; gradient. Hakeas Hakea spp.; Grevilleas Grevillea spp.; Smoke-bush Conospermum spp.); Sword-sedges Lepidosperma spp.; Grass These medium to tall forests contain: trees Xanthorrhoea spp.; and Tassel Rope-rush Hypolaena ÆÆtrees such as Mountain Ash Eucalyptus regnans, Messmate fastigata; E. obliqua, Gippsland Peppermint Eucalyptus croajingalensis, ÆÆas well as having a significant orchid flora, particularly Spider Mountain Grey Gum Eucalyptus cypellocarpa, Narrow-leaved Orchids Caladenia spp. and Sun Orchids Thelymitra spp. Peppermint Eucalyptus. radiata, Manna Gum Eucalyptus viminalis, Brown Barrel Eucalyptus fastigata, Shining Gum ÆÆTrees are rarely present, although some specially adapted Eucalyptus nitens, Silvertop Ash Eucalyptus sieberi; with a species such as Shining Peppermints Eucalyptus nitidas and usually noticeable Swamp Stringybark Eucalyptus conspicua may occur. ÆÆunderstorey of small trees and shrubs such as Blanket-leaf Lowland Forests Bedfordia arborescens; Musk Daisy-bush Olearia argophylla; Snowy Daisy-bush Olearia lirata; Austral Mulberry Hedycarya The lowland forest vegetation type in Victoria develops mainly angustifolia; Blackwood Acacia melanoxylon; Frosted Wattle on moderately fertile clay or sandy clay loams under a moderate Acacia frigescens; or Silver Wattle Acacia dealbata; while there rainfall regime (700–1000mm per annum) to the south of the may also be a Great Divide on the coastal plains of Victoria. These forests are low to moderate height forests. ÆÆfern understorey of Prickly Tree-fern Cyathea australis, Soft Tree-fern Dicksonia antarctica, Fishbone Ferns Blechnum They contain: spp., Rainbow Fern Calochlaena dubia, Mother Shield-fern ÆÆtrees such as Messmate Eucalyptus obliqua, Silvertop Ash Polystichum proliferum and Bat’s Wing Fern Histiopteris incisa. Eucalyptus sieberi, White Stringybark Eucalyptus globoidea and Brown Stringybark Eucalyptus baxteri; and ÆÆunderstorey shrubs of a wide variety including Hakea Hakea spp.; Banksia Banksia spp; Smooth Parrot-pea Dillwynia glaberrima; Pomaderris Pomaderris spp.; Common Heath Epacris impressa; Wattles Acacia spp.; Correa Correa sp.; Lomatias Lomatia spp.; ÆÆgrasses such as Tussock Grasses Poa spp; Bents Deyeuxia spp.; Plume Grasses Dichelacne spp.; and ÆÆherbs such as Fan-flowers Scaevola spp.; Raspworts Gonocarpus spp.; Violets Viola spp.; Pennyworts Hydrocotyl spp.; Bracken Pteridium esculentum; and Purple-flags Patersonia spp. Activity #5 Vegetation Types of Victoria

Montane Dry Woodlands Sub-alpine Woodlands Montane Dry Woodlands develop at elevations of 1000–1200m Sub-alpine Woodlands occur over a narrow altitudinal range in areas with rainfall of 1000–1400mm per annum. Fogs are (1200–1400m) on reasonably fertile clay or sandy clay loam that common. Snow falls are regular events every winter, although can occasionally be quite skeletal. Because the altitude is the they generally only last for several weeks at a time. Soils are principle environmental determinant, this woodland type can generally skeletal and moderate to low in fertility clays to sandy occur on a wide range of topographies, such as mountain peaks, clay loams. At the higher end of the rainfall range, aspect restricts plains, plateaus or slopes where fogs are persistent. Rainfall this woodland type to northern or western slopes. excedes 1200mm per annum, a great deal of which falls as snow over autumn, winter and spring. Snows may come at any time of This woodland type usually contains: year and frosts can occur during summer. ÆÆtrees such as Mountain Gum Eucalyptus dalrympleana, This open low woodland usually consists of: Candlebark E. rubida, and sometimes Snow Gum Eucalyptus pauciflora and stunted Alpine Ash Eucalyptus delegetensis; ÆÆtrees of the multi-stemmed Snow Gum Eucalyptus pauciflora; with a ÆÆunderstorey dominated by shrubs such as Prickly Bush-pea Pultenaea juniperina, Gorse Bitter-pea Daviesia ulicifolia, and ÆÆshrubby understorey of Rough Coprosma Coprosma hirtella, Rough Coprosma Coprosma hirtella, Grevilleas Grevillea spp., Prickly Bush-pea Pultenaea juniperina, Mountain Peppers Mountain Beard Heath Leucopogon gelidus, and Hooker’s Tasmannia spp. and Mint-bushes Prostanthera spp. It can Beard Heath Leucopogon hookeri; and include Snow Grasses Poa spp.,Violets Viola spp., Goodenias Goodenia spp., Caraways Oreomyrrhis spp., Alpine Podolepis ÆÆTussock\snow grasses such as Poa hothamensis, Red-anther Podolepis robust, Brachyscomes Brachyscome spp. and Heaths Wallaby-grass Chionocloa pallida, and Common Wheat Grass Leucopogon spp. Elymus scabrus. Montane Moist Forests Plains Grasslands Plains Grasslands occupy fertile plains with low rainfall. These Montane Moist Forests develop at elevations of 1000–1200m include the Western Volcanic Plains, the Sale Plains, the Northern in areas with rainfall of 1000–1400mm per annum. Fogs are Plains, Wimmera and Western Port riverine (alluvial) plains. common, especially over winter and spring. Snow falls are regular events every winter and they generally last for many weeks at a Plains Grasslands have very few or no trees and shrubs. time. Soils are generally well developed clay loams of moderate Occasionally the tree-form of Silver Banksia Banksia marginata fertility with relatively good structure and organic content. may be present as can Drooping Sheoke Allocasuarina verticillata. Aspect affects the distribution of the forest at the lower end of The grassland is dominated by perennial plants: the rainfall range where this forest type becomes restricted to southern or eastern slopes and gullies. ÆÆgrasses such as Kangaroo Grass Themeda triandra, Wallaby Grasses Danthonia spp. and Spear grasses such as Rough This forest usually contains: Spear Grass Stipa scabra; with ÆÆtrees such as Alpine Ash Eucalyptus delegatensis in damp ÆÆherbs include members of the Daisy Family such as habitats while Mountain Ash E. regnans and Shining Gum E. Brachyscomes Brachyscome spp. and Common Everlasting nitens are more common in the wetter areas; Chrysocephalum apiculatum, the unusual Blue Devil Eryngium ÆÆunderstorey in damp areas the is dominated by a diverse ovinum, and tuber plants such as Bulbine spp. array of herbs such as Bluebells Wahlenbergia spp., Sheep’s Burrs Acaena spp., Forest Cotula Leptinella filicula and Plains Grassy Woodlands Woodruffs Asperula spp.; Plains Grassy Woodlands occupy fertile plains with low rainfall in ÆÆgrasses such as Ledge Grass Poa hothamensis, Sword Tussock similar areas to Plains Grasslands. This vegetation type has a very Grass Poa ensiformis, with ferns such as Mother Shield-fern low density of trees. Polystichum proliferum, Soft Tree-fern Dicksonia antarctica more usual in wetter sites. This woodland type usually contains: ÆÆShrubs (e.g. Hop Bitter-pea Daviesia latifolia) are generally ÆÆtrees such as River Red Gum Eucalyptus camaldulensis, low in numbers and cover, except after fire when they may Forest Redgum Eucalyptus tereticornis, Yellow Box Eucalyptus temporarily dominate the understorey. melliodora and White Box Eucalyptus albens while mixtures of Black Box Eucalyptus largiflorens, Yellow Gum Eucalyptus leucoxylon and Buloke Allocasuarina luehmannii are characteristic in the Wimmera north of the Little Desert; ÆÆshrubs such as Lightwood Acacia implexa, Silver Banksia Banksia marginata, Golden Wattle Acacia pycnantha, and Cranberry Heath Astroloma humifusum; and a ÆÆground layer dominated by perennial grasses, such as Wallaby Grasses Danthonia spp., Spear Grasses Stipa spp., Kangaroo Grass Themeda triandra, Cane Wire Grass Aristida ramosa, and herbs such as Scaly Buttons Leptorhynchos squamatus, Kidney weed Dichondra repens, Solenogynes Solenogyne spp., Plantain Plantago varia, Cotton Fireweed Senecio quadridentatus, Austral Bear’s Ear Cymbonotus preissianus and orchids and lilies. Activity #5 Vegetation Types of Victoria

Wimmera Mallee Woodlands This vegetation type occurs in the 300–500mm rainfall range. It is a mosaic of mallee, big mallee and pine-buloke woodlands with occasional small areas of grasslands. Herb-rich Woodlands Herb-rich Woodlands occur on fertile clays and silty clay loams and volcanic stony rises of the Western District with-in a rainfall range of 500–600mm. The vegetation often occurs on gentle slopes or plains that remain fairly damp. This open woodland consists mainly of: ÆÆtrees such as Yellow Box Eucalyptus melliodora, River Red Gum Eucalyptus camaldulensis and Long-leaf Box Eucalyptus goniocalyx; an ÆÆunderstorey that has virtually no shrubs and grasses, except occasionally Silver Banksia Banksia marginata and Black Wattle Acacia mearnsii; and a ÆÆground cover that is dominated by perennial plants such as Yellow Bulbine Lily Bulbine bulbosa, Nodding Chocolate Lily Arthropodium fimbriatum, Small Vanilla Lily Arthropodium minus, Yellow Star Hypoxis hygrometrica, Early Nancy Wurmbea spp., Trigger plants Stylidium spp., orchids and lilies and grasses such as Wallaby Grass Danthonia spp., and tiny sedges, Centrolepis spp. Mallee and Mallee Heaths Mallee and Mallee Heath vegetation types are very similar and occur on poor sandy soils receiving less than 350mm rainfall. Organic matter is low and soil structure is poor and prone to drying out. This vegetation is usually dominated by: ÆÆMallee-form trees such as Yellow Mallee Eucalyptus incrass- ata, Slender-leaf Mallee Eucalyptus leptophylla, Dumosa Mallee Eucalyptus dumosa and Grey Mallee Eucalyptus socialis that are low in height; and ÆÆan understorey dominated by heathy shrubs such as Desert Banksia Banksia ornata, Green Tea-tree Leptospermum coriaceum, Baeckias Baeckia spp., Scrub Sheoke Allo-casuarina paludosa, Scrub Cypress Pine Callitris verrucosa and Myrtles Calytrix spp. with few if any grasses except for Common Triodia Triodia scariosa and annual herbs particularly daisies. Blue-bushes Maireana spp. can be common. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Benefits of Global Diversity Materials ÆÆBiodiversity in Your Backyard article; 6 Global biodiversity affects us in many and varied ways. This activity investigates how. Suited to small groups. ÆÆVictoria’s Biodiversity Strategy: Our Quality of Life

Background

The benefits of global biodiversity include: 2. Distribute the ‘Biodiversity in Your Backyard’ article for students to read. ÆÆFood; 3. Read out ‘Our Quality of Life’ from Victoria’s Biodiversity ÆÆDrink; Strategy. ÆÆMedicine; 4. After steps 2 and 3, students add any additional species to ÆÆShelter and furniture (timber); the list in their table. As a class, discuss the students’ lists. Classify the uses under appropriate headings. Which of ÆÆFuel (timber, dung); these benefits of biodiversity are essential for their needs? ÆÆClothing; Which are luxuries? ÆÆRecreation and tourism; 5. In what ways does Victoria’s biodiversity affect their life? What native species, ecosystems and natural processes ÆÆCultural identity; do we directly benefit from? Draw food webs and flow ÆÆCommercial products (e.g. oils, resins, waxes, latex, diagrams to illustrate the links. glue, cosmetics); 6. Students explain the statement “Biodiversity is the Earth’s ÆÆCut flowers and garden plants; insurance policy.” ÆÆNatural pest control; National and international action on biodiversity ÆÆNutrient cycling; 7. In 1992, around the world, the global Convention on Biological Diversity came into force. It is an international ÆÆClean water; agreement, negotiated under the umbrella of the ÆÆFresh air; United Nations, to conserve biodiversity. In line with the Convention, in 1996, Australia’s Federal, State and Territory ÆÆHealthy soil; Governments launched a joint national strategy to conserve ÆÆInspiration to people; Australia’s biodiversity. ÆÆPollution breakdown (e.g. conversion of carbon dioxide); Direct students to Victoria’s Biodiversity Strategy. Explain it is part of the Victorian Government’s response to the global ÆÆClimate stability (plants play a role in the water cycle Convention on Biological Diversity. and oxygen production). Acknowledgement Advance Preparation ‘Biodiversity in Your Backyard’ reproduced with permission from ÆÆCopy ‘Biodiversity in Your Backyard’ article for small group Life and Living: Living Together – Plants and Animals. Education work. Service, Royal Botanic Gardens, Melbourne. Activities

1. Students copy table below and list the things they have personally used so far that day that are connected either with plants, animals or a natural environment. As far as they can, students also identify just which species of plants and animals they have used. Benefit Plants, animals, microbes or natural environment that provides it.

E.g. Clothing. Cotton from cotton plant; silk from silkworm; wool from sheep.

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 crossed with wheat to make it resistant to a new pest, maybe a miniature jungle. pest which doesn’t even exist yet? Who knows what life-saving drugs might one day be extracted from Australia’s native plants Several years ago a researcher at Macquarie University, Andrew and animals? Biodiversity is the Earth’s insurance policy. Beattie, tried to count how many species live in an average Sydney backyard. All the plants and animals: birds, insects, worms, Thousands of organisms which at first appear to have nothing to spiders; micro-organisms and so on. do with humans – grubs in the ground, floating plankton way out at sea, trees growing in distant forests, all actually help clean and Professor Beattie counted at least 4,620 different species living in recycle the air, water and soil that we depend on for our survival. just one suburban backyard. Almost certainly, he says, there are many thousands more species he missed. Never before has so much biodiversity been so much under threat. All over the planet, including Australia, humans are changing the So here’s another question. How many of those millions of species environment to make way for houses, farms, roads and other which we depend on every day could we actually do without? developments. The species which lived there before usually don’t Surely we don’t need them all. survive. Well. Maybe we could get by without one or two species of You can’t conserve biodiversity in a zoo – all you could hope to beetle. And if all the pigs were gone we could eat mutton. save would be a few big animals. Conserving biodiversity has to Probably we could manage without bread. Or at least we could be everyone’s responsibility. The CSIRO (and other environment get by on just one variety of wheat – surely we don’t need all agencies in Australia) are now mounting a major research effort those endless different strains? to learn more about Australia’s unique biological heritage, Some estimates say 10,000 species are vanishing each year. The and how best to preserve it. In 1992, around the world, the truth is no-one really knows. global Convention on Biological Diversity came into force. It is an international agreement, negotiated under the umbrella Imagine you are on an aeroplane. As you climb on you see a work of the United Nations, to conserve biodiversity. In line with the crew pulling out rivets from the wing. No problem, they explain, Convention, in 1992, Australia’s Federal, State and Territory the ‘plane doesn’t depend on any single rivet for its strength. Governments launched a joint national strategy to conserve How many rivets would you let them take out before you refuse Australia’s biodiversity. to board the ‘plane? That’s what biodiversity (or biological diversity) is all about – conserving the variety of life on Earth for future generations. Reproduced with permission from Who knows what species might come in handy one day? Who Life and Living: Living Together – Plants and Animals. knows, for examples, what strain of wild grass might one day be Education Service, Royal Botanic Gardens, Melbourne Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Biodiversity at Different Levels Materials ÆÆActivity 6: Biodiversity in Your Backyard Article; 7 There’s an enormous amount of biodiversity even in a suburban backyard – much of it is very small and so ÆÆBiodiversity in Proportion Artwork; escapes our notice. This activity reveals the different ÆÆLevels of Biodiversity Artwork; levels of biodiversity in relation to size and the degree of magnification required to see them. Suited to group ÆÆActivity 28: River Habitats Artwork (good habitat work. section only).

Advance Preparation 3. Students use the Biodiversity in Proportion Artwork to estimate the level of diversity in the different major groups Copy the artwork handouts for small group work or prepare of plants and animals. Which group does each part of the them as overheads. illustration represent? Which group has the most diversity of species within it?: Activities ÆÆvertebrates or worms; 1. Read out the two paragraphs from the ‘Biodiversity in Your ÆÆfungi or fish; Backyard’ article relating to the study of biodiversity in a ÆÆarthropods or amphibians; suburban backyard. How many species were found? How is it possible that this number of species can occur in such a ÆÆplants or molluscs. small area? (Vertebrates are represented by a kangaroo (marsupial), (Most of the species are very small, if not microscopic.) frog (amphibian), lizard (reptile), bird and fish. Invertebrates are represented by a worm, snail (mollusc) and lobster and 2. Distribute or display the Biodiversity in Proportion bullant (arthropods). Single celled animals are represented Artwork. It compares a range of plants and animals at a by the footprint shaped Paramecium; fungi by the different scale to their actual size. What do you think this toadstool; plants by the tree. Invertebrate groups, especially proportional scale represents? arthropods have the most diversity, as represented by the (It illustrates the amount of diversity found in the different size of their illustrations.) major groups of plants and animals. For this reason, the large plants and animals we are familiar with because we can readily see them, e.g. kangaroos, are shown as much smaller than the arthropod group, represented here by a beetle.)

Biodiversity in Proportion The size of the sample organisms drawn above illustrate the amount of diversity found within the different major groups. For example, each of the vertebrate groups have less diversity within them compared to most of the invertebrate groups.

4. Distribute or display the Levels of Biodiversity Artwork and the 6. Now list the types of species that might be able to found if River Habitat scene. Students imagine they are standing beside everything was magnified 50 times? the river. (E.g. smaller fungi and algae, water fleas, pea shrimps and 5. List the types of species that might be able to be found other small soil and aquatic organisms. At this magnification without too much difficulty? level, 1,000–5,000 species would typically be found.) (E.g. species of plants such as trees, shrubs, grass, aquatic 7. Finally, list the types of species that might be able to found if plants; animals such as birds, fish, frogs, reptiles, and everything was magnified 100–500 times? mammals; large fungi and algae. At this level, 100–200 (E.g. microscopic soil and aquatic organisms such as species would typically be found.) single-celled plants, animals and algae, bacteria, mites and nematodes. At this magnification level, a reasonable estimate Levels of Biodiversity might be that 10,000 species would be found. No complete count of these kinds of organisms has ever been done for a single location and many of these species are as yet unnamed Magnification and undescribed.) x 1 8. What kinds of tools might be needed to investigate biodiversity at step 6; at step 7? 100–200 species (To magnify up to 50 times requires tools ranging from hand lenses, magnifying glasses and binocular microscopes. Magnification of 100–500 times requires more complex equipment such as monocular microscopes and scanning electron microscopes.) 9. How is it that estimates of biodiversity seem to be increasing even though there are estimates that thousands of species are being lost to extinction each year? (With advances in technology, higher magnification tools are becoming available and biologists are able to use these to examine microscopic-sized species which previous survey methods and tools were not able to detect.)

x 50 Acknowledgment 1,000 to 5,000 species ÆÆBiodiversity in Proportion and Levels of Biodiversity illustrations adapted from drawings by Christine Turnbull 1995, as used in Biodiversity Australia’s Living Wealth. Andrew Beattie. Reed Australia, 1995. Excursions

ÆÆMelbourne Zoo Education Service. ÆÆEducation Service, Royal Botanic Gardens, Melbourne.

x 100 500 to 10,000 species Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Measuring Biodiversity Materials ÆÆHabitat A and Habitat B artwork. 8 Biodiversity can be measured in different ways. This activity allows students to discover that habitats with the same total number of species can actually have different amounts of biodiversity.

Background

Species richness equals the number of individuals in that habitat. Species evenness is a very important component of biodiversity because it takes into account the abundance (commonness or rarity) of the species. Measurements of species evenness are especially useful when comparing habitats containing hundreds or thousands of species. Advance Preparation

Copy artwork handout for small group work, or prepare as an overhead. Activities

1. Distribute or display the Habitats A and Habitats B artwork for students to answer the following: 2. How many individual fish are there in Habitat A; in Habitat B? (The are 20 in each.) 3. How many species of fish are there in Habitat A; in Habitat B? (The are five in each.) 4. How many individuals of each species of fish are there: Habitat A ÆÆin Habitat A; ÆÆin Habitat B? (Habitat A has five of each species; In Habitat B four species are represented by one individual while one species is represented by 16 individuals.) 5. For each habitat, graph the number of individuals (y axis) against the number of species (x axis). In each habitat, is one species more common or rare than any of the others? (Habitat A has equal biodiversity; in Habitat B one species is far more abundant). 6. Both habitats have identical species richness but which habitat has the most biodiversity? Explain why. (Habitat A). 7. Discuss and summarise the implications of this for measuring biodiversity? What do the different measurements tell you? Is one more informative about biodiversity levels than another? Acknowledgement

Illustrations adapted from drawings by Christine Turnbull 1995, as used in Biodiversity Australia’s Living Wealth. Andrew Beattie. Reed Australia, 1995. Habitat B

Materials Activities ÆÆ Class Set of Victoria’s Biodiversity: Ecosystems 1. Organise students into pairs and distribute copies Images and Info (Introduction); of Victoria’s Biodiversity: Ecosystem Images and Info (Introduction). ÆÆVictoria’s Biodiversity: Sustaining our Living Wealth, ‘Our Living Wealth’; 2. Students read the Introduction. ÆÆTable 1: Victoria’s Biodiversity. 3. Read Victoria’s Biodiversity: Sustaining our Living Wealth, ‘Our Living Wealth’. Extension 4. Using the Introduction, Students complete column 2 in ÆÆTable 2: Goals for Biodiversity Management; Table 1. ÆÆVictoria’s Biodiversity: Directions in Management, 5. Each pair of students examines all the Ecosystem Images Appendix 1 – Objectives of the National Strategy and places a tick in the appropriate category in column 3 in for Conservation of Australia’s Biological Table 1 (e.g. bird) of the table for each species they are able Diversity; to find. ÆÆVictoria’s Biodiversity: Directions in Management, (The aim is to inspire students about the diversity of Victorian Biodiversity in the Year 2020: A History Victoria’s plants and animal life and for them to begin to of the Future. become more familiar with it.) 6. Ask students to summarise ‘What is biodiversity and what it means to me’. Advance Preparation Victoria’s Biodiversity Strategy 1. Make copies of Victoria’s Biodiversity: Sustaining our Living 7. Check that students understand the terms ‘viability’, ‘net Wealth, ‘Our Living Wealth’. gain’, ‘net loss’ and ‘bioregion’. 2. Copy Table 1 for students or make into an overhead. 8. Display the ‘Goals for Biodiversity Management’ overhead. Discuss what each dot point means. Extension 9. Discuss Victoria’s Biodiversity Strategy as an example of 3. Make an overhead of Table 2: Goals for biodiversity positive human impact on the environment. management. (Other activities and materials within this education 4. Make copies of the Objectives of the National Strategy for resource investigate biodiversity management case studies.) the Conservation of Australia’s Biological Diversity. Extension The National Strategy for the Conservation of Australia’s Biological Diversity. 10. Distribute copies of the Objectives of the National Strategy for the Conservation of Australia’s Biological Diversity. Explain new terms and discuss what these objectives mean. 11. Read ‘Victorian Biodiversity in the Year 2020: A History of the Future’. This future scenario describes a successful implementation of the Biodiversity Strategy. Students write their own version for the Year 2020, describing what condition they hope Victoria’s biodiversity will be in by 2020. 12. Students write a scenario for 2050.

Bioregions

Table 1: Victoria’s Biodiversity.

Biodiversity Total number in Victoria Illustrated in Victoria’s Biodiversity: Ecosystem Images

mammals birds fish reptiles amphibians invertebrates fungi algae mosses and liverworts lichens vascular plants ferns

Table 2: Goals for Biodiversity Management

The goals for biodiversity management are to ensure that within Victoria: ÆÆThere is a reversal, across the entire landscape, of the long-term decline in the extent and quality of native vegetation, leading to a net gain with the first target being no net loss by the year 2001; ÆÆThe ecological processes and the biodiversity dependant upon terrestrial, freshwater and marine environments are maintained, and where necessary, restored; ÆÆThe present diversity of species and ecological communities and their viability is maintained or improved in each bioregion (biogeographical region); ÆÆThere is no further preventable decline in the viability of any rare species or any rare ecological community; ÆÆThere is an increase in the viability of threatened species and in the extent and quality of threatened ecological communities. Victoria’s Biodiversity: Directions in Management. NRE. 1997. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Conserving Marine and Materials ÆÆClass set of Victoria’s Biodiversity: Ecosystems 10 Coastal Ecosystems Images and Info; This activity examines the many ways people use ÆÆTable 1: Impacts on Marine and Coastal marine and coastal environments, and investigates Ecosystems; the conservation issues. Adapt this activity for other ÆÆVictoria’s Biodiversity: Directions in Management: ecosystems. Suited to groups. Bays, Inlets and Estuaries – Management Themes and Responses ÆÆVictoria’s Biodiversity: Directions in Management: Background Open Coasts – Management Themes and Responses Human uses of marine and coastal areas include: Please note this information was published prior ÆÆCommercial fishing: to the creation of Victoria’s Marine National Parks ÆÆhaul seining and Marine Reserves in 2002. ÆÆ purse seining ÆÆ netting Activities

ÆÆ long-lining 1. Copy Table 1 for students. ÆÆ hand collection by divers; 2. Assign different Marine and Coastal Ecosystems to small ÆÆRecreational fishing; groups and distribute a copy of the relevant Ecosystem Images to each group and the Management Themes and ÆÆRecreational boating; Responses. ÆÆ Ecotourism; 3. After reading the info accompanying the image of their ÆÆ Aquaculture; assigned ecosystem, and the Management Themes and Management Responses on the photocopied pages, ÆÆ Water sports; students make dot point entries of past, current and ÆÆ Shipping; potential issues for marine conservation. ÆÆ Dredging for shipping and fishing; 4. Summarize these as a class for all the marine ecosystems, discussing each type of use and the potential impacts it can ÆÆ Sewage discharge (treated and untreated); cause. Brainstorm ways that these human uses could be managed for sustainable use. ÆÆ Stormwater discharge. 5. Using as a guide the Management Themes and Management Responses, students explain in their own Conservation issues include: words what the management issues are and how the recommended actions will help to conserve marine and ÆÆ Overharvesting; coastal areas and provide for the sustainable use of these ÆÆ Pollution; resources. Different uses/issues could be assigned to different students. ÆÆ Habitat destruction; 6. Students/groups make a brief presentation on their further ÆÆ Recreational impacts; research findings to the class, or prepare a brief report. ÆÆ Weeds; ÆÆ Pest animal species; References ÆÆ Nutrient and silt runoff; Endangered Ecosystems Series: Marine and Coastal. VNPA, http://www.vnpa.org.au/. ÆÆ Physical disturbance such as dredging and building of structures. Further Information Advance Preparation CoastCare/Coast Action, DSE.

1. Copy the handouts for each group/student, including Marine Discovery Centre, Queenscliff. the pages from Victoria’s Biodiversity: Directions in Management.

Table 1: Impacts on Marine and Coastal Ecosystems.

Ecosystem Uses by People Potential Issues Actions and Solutions e.g. Pelagic. Commercial fishing. Overharvesting. Research sustainable catch sizes and have catch quotas. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet An Orange-bellied Migrant Materials ÆÆOrange-bellied Parrot Information Sheet; 11 This activity identifies the migratory patterns and diet of the Orange-bellied Parrot and investigates the ÆÆAtlas/mapping tool; relationship between the environment and population ÆÆ Table 1: Identification of Migratory Patterns and numbers of this parrot. Diet; ÆÆTeacher Reference: Orange-bellied Parrot Action Statement Background Activities The Orange-bellied Parrot (Neophema chrysogaster) is listed as an endangered species. Scientists estimate that about 200 Distribute handouts and instructions to students. of these parrots exist in the world today which suggests that it is critically endangered. The parrot exists only in Australia. It is 1. Students read the information sheet and research additional migratory, moving annually from its summer breeding grounds information on the Orange-bellied Parrot to complete Table in southern Tasmania to spend winter in Victoria and South 1 and the following questions. Australia. The parrot’s preferred habitat is coastal saltmarsh 2. For each season provide details about where the parrot can vegetation. be found, its food sources and its major activities. Some Orange-bellied Parrot food plants in Victoria: 3. Suggest reasons why the parrots migrate annually. ÆÆBeaded Glasswort (Sarcocornia quinqueflora); 4. Describe the habitat and diet of the Orange-bellied Parrot. ÆÆSea Heath (Frankenia pauciflora); What is their link to saltmarsh areas? ÆÆAustral Seablite (Suaeda australis); 5. Suggest any relationships that could exist between the number of birds and the available food plants. ÆÆShrubby Glasswort (Sclerostegia arbuscula). 6. In what ways could humans affect parrot population Advance Preparation numbers and habitat? Be specific. Identify ways that humans could reduce their impact on the parrot population Copy the information sheet and activity instructions. and habitat. Saltmarch Ecosystem 7. Create a distribution map of where the parrot occurs in different seasons. Compare this map to a map of human population (in an atlas) to compare the distribution of the human and parrot populations. Suggest implications that the distribution of the human population has on the habitat and population of the parrot. In which habitat areas are most and least numbers of individual birds likely to be found? Explain. Acknowledgement

ÆÆJosephine Lang. Additional References

ÆÆDepartment of Environment, Water, Heritage and the Arts website (www.environment.gov.au) Table 1: Identification of Migratory Patterns and Diet.

Season Location Food Source Major Activities

Summer

Autumn

Winter

Spring

The Orange-bellied Parrot (Neophema chrysogaster) is listed as Threats an endangered species. Although flocks of ‘thousands’ were recorded in the nineteenth century, scientists estimate that there ÆÆLoss of its winter habitat (coastal saltmarsh) through clearance are now about 200 Orange-bellied Parrots and only about 80 and drainage. breeding pairs. With so few Orange-bellied Parrots left, this bird is ÆÆDegradation of its winter habitat through trampling by people vulnerable to extinction unless actions are taken to protect it and and stock and grazing by rabbits of their preferred food plants. its habitat. ÆÆPredation by foxes and cats. This small parrot exists only in Australia. The parrot’s preferred winter habitat is coastal saltmarsh while in summer it is heath ÆÆCompetition from introduced seed-eating birds (especially and sedgeland. Their food includes grass and sedge seed and the House Sparrows). seeds of saltmarsh shrubs. ÆÆCollection of birds for the aviary trade. They breed only in south-western Tasmania where they nest in tree hollows on the edge of coastal plains. Adults pairs stay together Groups Helping to Protect this Species for life. The Orange-bellied Parrot Recovery Team has representatives from the federal and three state governments and bird conservation organisations: ÆÆDepartment of Environment, Water Heritage and the Arts (formally Environment Australia); ÆÆDSE; ÆÆParks and Wildlife Service, Tasmania; ÆÆDepartment of Environment and Heritage (formally National Parks and Wildlife Service, S.A.); ÆÆHealesville Sanctuary, Victoria; ÆÆWorld Wildlife Fund; ÆÆBirds Australia. The aim of the Recovery Plan is to reverse the population decline. The focus is to improve the survival rate of young birds so that more will reach breeding age. This involves: ÆÆProtecting Orange-bellied Parrot’s habitat; ÆÆStocking their larder; ÆÆKeeping their enemies away; ÆÆBuilding up their numbers through a captive breeding program and releasing these captive-bred birds into the wild (by 1995, Orange-bellied Parrot. 50 aviary bred Orange-bellied Parrots had been released in S.W. Tasmania); ÆÆSetting up nest boxes at their breeding location; ÆÆMonitoring the populations each year to see how successful the breeding has been; Distribution ÆÆBanding some of the young birds to study their survival rates Orange-bellied Parrots are migratory birds. They breed in summer and identify which sites they visit. in south-west Tasmania and spend winter along the coasts Each winter surveys are conducted in July to count the Orange- of Victoria and the far south-east of South Australia. Many bellied Parrot population. During summer, volunteers help the concentrate near Melbourne at The Spit Wildlife Reserve, Lake monitoring program in Tasmania. Connewarre State Game Reserve and Swan Island in Port Phillip Bay. On Swan Island, these rare parrots feed on introduced grasses on the fairways of the golf course! Their autumn migration from Tasmania begins in March and they fly across the Hunter group of islands, to King Island, and from there on to the mainland. They return to Tasmania during spring. Orange-bellied Parrots are in Victoria from March to October each year. These small parrots face an arduous Bass Strait crossing twice a year. They need good food supplies to build up their strength for these long flights. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Populate or Perish? Materials ÆÆThe Extinction Process Information Sheet; 12 This activity investigates the process of extinction and examines recovery strategies. It builds on Activity 11. ÆÆTimeline – Dates and Events; ÆÆTables 1 and 2; ÆÆSheet of blank A4 paper; Advance Preparation ÆÆGlue, scissors, pen, ruler; ÆÆResources about endangered and extinct species. Copy the Extinction Process Information Sheet and Timeline handout for each student or small group. Activities

Distribute the handouts to students to complete the following: 6. Add to the timeline the title ‘Orange-bellied Parrot Potential Extinction Process’. 1. Read the Extinction Process Information Sheet and examine the Extinction Model. Discuss this as a class. 7. Draw up a copy of Table 2. Complete the table by listing in the left-hand column the 2. Students draw up a copy of Table 1 shown below. random factors mentioned in the Extinction Model. These 3. Use resources in school or local libraries and on the internet random factors can lead to a reduction in population to research animals that are extinct or endangered. Fill numbers. In the right-hand column describe the impact of in Table 1. For each animal record whether it is extinct each random factor. or endangered. If endangered, record whether this is at 8. Using the information gathered during Activity 11, a global, national or local level (Scale). Suggest the main list the potential factors that could lead to the reasons for its extinction or decline in numbers. extinction of the Orange-bellied Parrot. Students refer to Timeline – Dates and Events handout. 9. Explain the difference between preventative management 4. On a sheet of blank paper draw a line that branches out in and crisis management. Which do you think would have two directions towards the end. At the point where the line more chance of success? Why? breaks into two directions write the date 2020. The two 10. Scientists are now trying to save the Orange-bellied Parrot pathways that extend from the data 2020 represent the from extinction. Do you think we should be trying to save two possible futures for the parrot. Write the other dates this species? Why? along the line in chronological order. 11. Why do different States need to be involved in the 5. Read through the events cards and arrange them along the conservation of the Orange-bellied Parrot? time line. When you are happy with the order of the events cards paste them down. Acknowledgement

ÆÆJosephine Lang. Table 1.

Species Extinct or Endangered Scale of Decline Main Reason for Extinction or Decline

Table 2.

Random Factors Impact

Extinction is the irrevocable loss of a biological element such as a When trying to manage a community to conserve a population, gene, a population, a species or a community. understanding the dynamics of the species and the interactions with its environment are very important. If preventative The simplified model below of the Extinction Process summarises management occurs where there is still a relatively large the stages of the extinction process. population, there is more chance of preventing extinction. Also, When the species populations are large then major factors which the major extinction processes are identifiable and predictable. effect its size are ‘systematic’ factors. Habitat loss is an example of This allows people to come up with strategies and management a systematic factor because its effect on a population is generally plans to counteract the damage to the ecosystem. However, as predictable. This means the species will be affected by habitat more populations or individuals die, management attempts reach loss patch by patch, resulting in fragmentation and isolation of a critical level. At this stage when the extinction factors become populations of the species. unpredictable (e.g. floods, fire, disease) it is difficult to plan strategies to overcome all the unforeseen events. It is therefore As the species numbers decrease, the remaining population is difficult to be successful at this stage of the extinction process, more susceptible to ‘random’, or chance, factors. Examples of mainly because it becomes too complex, with many extinction ‘random’ factors are listed in the model. The random factors are factors operating. not predictable. Eventually, one or more ‘random’ factors reduce the population to a point below which it cannot grow. With time, It should be noted that habitat has been changed to meet our the population dies out. needs for food, water and other community requirements. It is not possible or desirable to change this. Rather we now need to In reality, there are many variables (such as behaviour, genetics, start to balance our everyday needs so that we also protect our environment, and catastrophies) which are not accounted for in biodiversity. this simplified model. Also, there are human influences arising from politics, economics, social background, and policies which affect the survival of small populations.

The Extinction Process

The species is abundant Major causes of population reduction with a wide distribution  Systematic Factors ÆÆHabitat loss and conversion

Preventative Management Species population and distribution Major causes of population reduction reduced  Random Factors ÆÆindividual deaths ÆÆlitter sizes Crisis Management ÆÆsex rations  ÆÆfires Very few of the species left; ÆÆfloods narrow distribution ÆÆdrought ÆÆdisease

Extinction

The Extinction Model This general extinction model shows the fragmentation of a population’s distribution into smaller and more isolated patches. It also shows the role of systematic and random factors in this process. Adapted from Management of Small Populations. T. Clarke and J. Seebeck. 1989. Activity #12 The Extinction Process

The species is abundant; Dramatic decline in numbers. wide distribution.

‘Random’ factors cause large Crisis management required. reduction in population numbers.

Individuals sighted on mainland After World War II more people during winter (from S.A. to Vic and settle in Australia. even on the south coast of N.S.W.).

Population begins to decline Crisis management successful; due to ‘systematic’ factors. species number increases.

Very few individuals remain; Preventive management should narrow range of distribution. have been implemented.

Crisis management unsuccessful. Extinction of species.

1830 1880 1910 1940 1975 1985 2010 2020 Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Sapphire Lodge Materials ÆÆActivity 11: Orange-bellied Parrot Information This activity uses a hypothetical scenario to investigate 13 Sheet; the issues which threaten the survival of an endangered species ÆÆResources for creating brochure, poster or short promo video.

Background Activities

As part of the promotion of its ecotourism policy, Glass Island 1. Read the Orange-bellied Parrot Information Sheet. Shire Council plans to release a small area of coastal land, for Compile a list of factors which could present threats to the low impact tourist development, adjacent to a designated survival of a similar species. habitat of an endangered species the Sapphire-winged Parrot. 2. Use this list of threats and any other relevant information There is to be a 500 metre wide buffer zone established to design a brochure, poster or short promo which outlines between the site available for development and the habitat and highlights the attractions of the development of boundary. The habitat site is the largest and most important of Sapphire Lodge. Present this tourist destination as a positive five known habitat sites. step towards ensuring the parrot’s survival. The Sapphire-winged Parrot, which has similar but slightly 3. Design a brochure, poster or short promo which outlines different food requirements to the Orange-bellied Parrot, the point of view of the Friends of the Sapphire-winged breeds on the mainland and migrates to Glass Island during Parrot, a small but vocal group determined to stop the its summer feeding season. Scientists have estimated the project. population of the Sapphire-winged Parrot to be approximately 4. As a journalist, you have been assigned to research 500. and write an impartial, yet informative, article for the Interested parties are invited to present to the council an outline general public about the proposed resort/research station of a potential development scenario. An entrepreneur presents development. The article should include: a proposal to develop ‘Sapphire Lodge’, a tourist resort/research ÆÆ Location map showing the proximity of the resort to the station, which would accommodate 200 people in total. The designated habitat; proposal indicates the need to provide for an access road, an air strip, communication facilities, accommodation and services. ÆÆ Architect’s impression of the main building; It is intended that local contractors will be employed for the ÆÆ An outline of who will benefit and how; construction and installation works. ÆÆ Discussion of the environmental effects of the proposed The entrepreneur, in a brief to the council, indicates that the development; project will be a low impact, environmentally sensitive, one level development, designed to cause as little disturbance as possible ÆÆ Some information about the Sapphire-winged Parrot. to the parrot’s habitat. It will incorporate a research facility and will guarantee to visitors, in a carefully guided program, rare views of the Sapphire-winged Parrot during the eight months of the year it resides in the area.

Ecolodge: Is this building sustainable, sympathetic to its surroundings and fire proof?

Background Use the Altona Skipper Butterfly Information Sheet and the graph (Question 3) to answer the following questions: The Chaffy Saw-sedge (Gahnia filum) is thought to be the only 4. At what stage(s) is the Chaffy Saw-sedge used by the adult food source of the larvae of the Altona Skipper Butterfly. There butterfly for food and what area is available at Truganina are few remaining sites where this vegetation occurs. Two Swamp? major plant communities of Chaffy Saw-sedge occur at Cherry Lake and Truganina Swamp, Altona, in Melbourne’s western 5. At what stage(s) is the Chaffy Saw-sedge used by the insect suburbs. for nesting and what area is available at Truganina Swamp? Truganina Swamp is now being managed by Melbourne Water, 6. What sections of the Truganina Swamp would suit the the Friends of Westona and Hobsons Bay City Coucil for the Altona Skipper Butterfly? Shade these areas on a map of conservation of the Altona Skipper Butterfly. Truganina Swamp. Suggest reasons to explain why these sectors are preferred. Be specific. A Future Directions Plan for the site was prepared in 1997. Most of the Chaffy Saw-sedge is now fenced off as a 7. List and explain at least four factors why the insect conservation area for the Altona Skipper Butterfly. People, population doesn’t favour Sector 5. dogs, horse-riders and motor bikes no longer have access to 8. Using all the data available from the activities and the much of the site so it is protected from trampling. Walking information sheet, design a management plan for the paths allow people to walk around the site and through a small Altona Skipper Butterfly at Truganina Swamp. In the section of Saw-sedge. Information boards inform people that management plan include the following: the site is home to the Altona Skipper Butterfly. ÆÆDetails about the Altona Skipper Butterfly; Advance Preparation ÆÆDescription of habitat requirements; 1. Copy the Altona Skipper Butterfly Information Sheet and ÆÆDescription of the distribution of habitat; Truganina Swamp Map for small groups or individuals. ÆÆA list possible threats to the butterfly and its Activities habitat; ÆÆManagement suggestions for the Truganina Swamp site. 1. Read the Altona Skipper Butterfly Information Sheet. 2. Trace the areas of burnt, unburnt and mature sedgeland Acknowledgement onto graph grid from the Truganina Swamp - Location of Food Plants Map. Estimate the number of square Josephine Lang. centimetres covered by burnt, unburnt and mature Alan Webster, DSE. sedgeland. Use the scale of the map to convert square centimetres into square kilometres. 3. Calculate the total number of square kilometres covered by the three different types of sedgeland. Use the following formula to determine the proportion of the three sedgeland types. area of sedgeland type × 100 total sedgeland area = proportion of sedgeland type Construct a graph to illustrate the relative amounts of sedgeland categories at Truganina Swamp.

The Altona Skipper Butterfly was first recorded at Altona approximately 14 km west of the Central Business District of Melbourne in 1904. In the last 40 years the insect’s habitat in the Altona region has more than halved. The Chaffy Saw-sedge (Gahnia filum) is the main food plant for the larvae. Adults emerge from their pupae in spring and autumn. The food plant is essential for the larvae to feed on and although adults may take nectar from the flower of the plant, it is not necessary for their survival. Birds, small mammals and spiders eat the Skipper larvae and pupae. Spiders are more common on plants that have dense grass growing around the base. Parasites include certain wasps and flies and can be a main cause of death (at the Truganina Swamp study site, one in five larvae and pupae died). Chrysotricha Skipper (Hesperilla chrysotricha cyclospila) is often found with the Altona Skipper. It occurs in larger numbers than the Altona Skipper but doesn’t appear to affect it, apart from attracting more parasites and predators to both species. Distribution in the Altona Area Conservation Status The Chaffy Saw-sedge occurs in three main areas around Altona in The Altona Skipper Butterfly has declined markedly across its Melbourne’s west: at Cherry Lake, upstream beside Cherry’s Creek range. This is because of the decrease in size of habitat area and (on private land), and six main areas at Truganina Swamp. because factors such as changes in land use are leading to habitat destruction. The Skipper was nominated for listing as Threatened Chaffy Saw-sedge occurs in six main areas at Truganina Swamp but was not accepted by the Scientific Advisory Committee (see Location of Food Plants Map). Out of these areas, Sectors 4, because there is not enough evidence at this time to identify it as 6, 7 and 8 contain most of the butterfly population with Sector 7 a distinct sub-species. the most abundant. The Altona Skipper Butterfly population at Altona is geographically Management Implications isolated from other Skipper Butterfly populations in Victoria. This means it is also biologically isolated - there is no breeding with The main aims of the Altona Skipper Butterfly management plan other populations. This has resulted in a population with very are to secure the long term future of the colonies and improve distinct characteristics. Although the species is found in several habitat conditions; and to ensure that at least one site is able to sites on the western part of Port Phillip Bay and further inland, the survive if an environmental catastrophe occurs. Altona populations are of particular scientific interest as they are Given these management objectives, it has been recommended a yellow form of the butterfly. None of the other populations are that Truganina Swamp should be managed as the principle colony yellow. site for the Butterfly because: Habitat Requirements ÆÆit is traditionally not accessible to the public; The larger colonies of butterfly occur in the plants that are not ÆÆseveral separate habitat areas present an easier task for flooded during the summer and autumn. Chaffy Saw-sedges need management; damp, mildly saline, unshaded conditions and a period of shallow ÆÆit is less likely to be subject to pollution; flooding for part of the year. ÆÆthe swamp has a larger colony; The adult female lays the eggs towards the base of the plants so this area should be free of grass since grass deters females and ÆÆthe habitat area is larger and tends to enable greater scope for encourages predators. Dead leaves or debris around the base habitat experimentation. of the plant increases the likelihood of predators and deters the female butterlies from laying eggs. The young larvae needs small Saw-sedge plants with soft, new growth. The adults occasionally feed on flowers of the salt marsh plants Creeping Brookweed (Samolus repens), Southern Sea Health (Frankenia pauciflora), and Rounded Noonflower (Disphyma crassifolium clavellatum) and Beaded Glasswort, (Sarcocornia quinqueflora). Activity #14 Altona Skipper Butterfly Information Sheet

Threats to Altona Skipper Butterfly

Weeds The Common Reed (Phragmites australis) population is invasive and may take over some Gahnia bordering the creek. Common Reed is particularly rampant in Sectors 4, 6, 7 and 8 at Truganina Swamp. Pollution The Chaffy Saw-sedge plants may have adapted to a background level atmospheric pollution, however any abrupt increase in groundwater or surface pollution levels is a threat to the habitat and associated wildlife. Runoff from housing may pollute and alter the drainage of the swamp and so threaten food plants. Dust Dust is a threat to insects particularly when larvae are active in autumn and spring. Land filling and construction activities nearby are not recommended. Pedestrians Pedestrians are not a threat provided that they keep to the track. Dumping rubbish at Truganina Swamp may encourage general trampling of the plants and compaction of areas by vehicles. Horse grazing Grazing of the food plants is a threat especially as horses eat the green shoots in summer. Changes in water availability Either increased or decreased soil saturation may threaten the survival of Chaffy Saw-sedge. Drying out of the area may reduce the vigour of the plants as has occurred in Sector 5 (inland from the main wetland). A flood of greater than a few hours and with accompanying sediment deposition will harm the larvae. Fire Fire may reduce plant populations, but can also be used in the management of weeds and parasites which threaten the butterfly’s survival. Activity #14 Altona Skipper Butterfly Map

Laverton – Altona Railway Lavert on Cre 1 ek Mt St Joseph 2 Girls School Private Property Recreation Reserve 4

8 3 Truganina Swamp 5 7 6 6

Water Purification Plant

Golf Course

Altona Recreation Bay Queen Reserve Primary Street School Reserve Conservation Reserve Recreation Reserve Laverton Creek Port Phillip 2 0 4 km Bay Legend Burnt Unburnt Truganina Swamp Mature Location of Altona Skipper Butterfly 3 Sector Number Food Plants (Saw-sedge Gahnia)

Cherry Lake, Lower Kororoit Creek, Truganina Swamp Management Plan Resources Document. Board of Works. 1991. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Change in Victoria’s Vegetation Activities 15 This map reading activity helps students visualise 1. Organise small groups and distribute a set of Ecosystem and analyse the changes in the amount of native Images. vegetation communities in Victoria from pre-settlement 2. View Dry Forests and Woodlands Ecosystem Images to to recent times. The maps may initially appear complex visualize a Box-Ironbark Forest. Compare the two maps to to students but the maps can be simply used to visually see the change in area of Box-Ironbark Forest vegetation convey: from Pre-1750 to present. Estimate the percentage of change in this vegetation cover.  that Victoria has many different types of native vegetation; 3. View Grasslands Ecosystem Image to visualize one of the Grassland Broad Vegetation Types. Compare the two maps  the change in the area of native vegetation types to see the change in area of Plains Grassy Woodlands and between 1750 and present – select bright colours grassland vegetation from Pre-1750 to present. Estimate the from the legend to compare areas between the percentage of change in this vegetation cover. two maps; 4. Select other vegetation types to compare vegetation cover changes over time. Estimate the percentage of change in  the vegetation types that were in your region (or a vegetation cover. selected region) Pre 1750 and what there is now. 5. Which vegetation types appear to have changed in area the Suited to group/pair work. most and the least over this time period? 6. Use topography, soil and rainfall maps to compare with the maps. Suggest reasons why some vegetation types have Materials changed in area more or less than others. ÆÆVegetation Cover maps (Pre-1750 and present); 7. Use the maps to determine the types of vegetation types in your region Pre-1750. Which ones have changed the most ÆÆClass Set of Victoria’s Biodiversity: Ecosystem in area? What are the most abundant in your region today? Images; (Use an atlas or road map to identify town locations on ÆÆMaps of Victoria’s topography, soil and rainfall. 1750 and present Vegetation maps.) 8. What are some consequences of these changes in Extension vegetation cover for: ÆÆActivity 5: Vegetation Types in Victoria; a) people; b) plants; c) wildlife? ÆÆMaps of Victoria’s topography, soil and rainfall. 9. Do you think vegetation and environment management was a high priority for most people in the 1800s? How do you think it is viewed today? They did not have vegetation Background maps in the 1800s. How can vegetation cover maps assist today’s planners? Two colour maps of Victoria’s vegetation depict Pre-1750 10. If a similar type of vegetation map was created in the Year vegetation and present vegetation cover. 2050, do you think there would be any changes from now? These vegetation maps show the different types of native Why/why not? vegetation types in Victoria. Activity 5: Vegetation Types provides a description of these Vegetation Types and can be Extension used before or after this mapping activity to develop further under-standings about the different vegetation types. 1. View these maps to examine the past and present vegetation of your local area, or of another designated area. 2. Students use field guides and the lists in Activity 5: Vegetation Types in Victoria to find out about local plants.

Advance Preparation 4. A country family has registered their property with the Land for Wildlife scheme. Their property has a creek and several Copy the two info sheets for small group work small patches of remnant vegetation. They are hoping to attract more wildlife to their property. Imagine you are the Activities Land for Wildlife Officer for the area. Use Diagram 3 to explain some revegetation options to the family. 1. The ‘edge effect’ (Revegetate to extend or connect existing remnants. For Diagram 1 shows three geometric shapes to represent long corridors, make them wider in places to reduce the different remnant vegetation areas. Which of these shapes ‘edge effect’.) has the most edge and least core? Which has the least edge and the most core? 5. Students read ‘Land for Wildlife Note: Edges’. Which is more likely to be invaded by weeds from adjacent Discuss new terms and each of the effects edges can have on areas? Which is more likely to be affected by surrounding wildlife. Students write dot points under the following headings land uses? Which remnant areas could the linear shape to summarise ways that edges may affect wildlife: represent? In a natural landscape, which remnant areas ÆÆMicro-climate change; of native vegetation are likely to be represented by these shapes? ÆÆDifferent inhabitants in core areas compared to edge habitat; (The narrow linear shape is most prone to impacts: the circular shape, being the most compact, provides the best ÆÆAn increase in pest animals; protection. Linear reserves such as roadsides offer limited protection for remnant vegetation and wildlife but they are ÆÆWeed invasion; better than no reserve.) ÆÆImpacts from adjacent land; 2. Diagram 2 shows the same area of land in three different ÆÆNoise and movement. ways (Option 1 = 10 ha over 5 separated areas; Option 2 = 10 ha over 2 areas; Option 3 = 10 ha in one area). If these 6. Arrange the shapes in Diagram 4 to show the sequence areas represented remnant vegetation, which of these three from most to least edge effect. options would be best for conserving biodiversity. Why? Acknowledgement (Option 3. The more connected the area, the better. Fragmented areas are more likely to lose the species that Stephen Platt, DSE. live in them.) Wildlife on the Farm: A Guide to How to Include Biodiversity in 3. A Landcare group is keen to assist a local farmer replant Property Planning. Land for Wildlife. 1998. native vegetation in one of her paddocks. Which of the Land for Wildlife News Vol 4, No1. 1998. planting options in Diagram 3 would be best for providing future wildlife habitat. Why? (Option 2. It has more ’stepping stones’ for wildlife to use Edge Effect between patches.)

Core Atea

The “edge effect” is a term used to describe the various consequences, on vegetation and wildlife that occur as a result of one type of vegetation sharing a border with another. These edges may be natural, such as the edge of a forest grading into woodland, or an edge can be a human-made one, such as pasture next to forest or a road through a forest. Edges may have a variety of effects on wildlife. For example, zoologist Andrew Bennett compared similar vegetation in different sized areas in northern Victoria and found that thin narrow strips of roadside vegetation and larger, square forest blocks only shared one common bird species, the Willie Wagtail. This can be explained by the large amount of edge habitat typical of roadsides. The amount of edge obviously has consequences for the fauna in the habitat. 4. Weed invasion Managing edge effects can improve the quality and long-term Edges can provide opportunities for the invasion of natural viability of wildlife habitats. vegetation by weeds. Disturbance creates opportunities for weeds to establish. Weed seeds are spread by wind, water, animals, What kind of changes occur at edges? people (and their vehicles), soil, livestock and in agricultural products. Edges may affect wildlife through: 5. Impacts from adjacent land-use 1. Micro-climatic changes Edges are prone to many disturbances such as chemical and Solar radiation, humidity, air temperature, wind speed and soil fertilizer drift from adjacent farmland, trampling and grazing by temperature may all be altered along edges. This can have a stock, fire escaping into habitat areas, recreational disturbance and dramatic impact on the vegetation and, ultimately, the wildlife. littering. New tracks or clearing of vegetation may also change For example, new roadworks through bushland will increase the hydrology of an area and cause erosion as water runs off sunlight and air temperature, which raises soil temperature and compacted soil. decreases soil moisture. This may prevent seeds of shade-tolerant species from germinating and favour other plant species (e.g. 6. Noise and movement species which thrive with increased light). The increased exposure Roads and tracks lead to an increase in traffic and human can stress vegetation leading to dieback through insect attack, activities. Many wildlife species rely on the seclusion of parasites, wind damage or fungal attack. Rainforest species, which undisturbed habitat in order to breed successfully. For example, normally exist in a shaded environment, are particularly vulnerable. the Wedge-tailed Eagle has been known to abandon its nest 2. Different inhabitants, edge species because of disturbance. Firstly, species that have particular habitat requirements (those usually found in the interior or ‘core’, further away from the edge) How do edge effects vary with shape and size? may be lost from areas that develop lots of edge. For example, Edge effects are likely to be most impact on narrow strips or small Long-nosed Bandicoots only survive in larger remnants. Secondly, areas of habitat. Consequently, they are an important issue in the ‘vacancies’ may be filled by species that have a wider range of management of corridors and small bush blocks. Larger areas are tolerance and the new edge may introduce species that would not still vulnerable where disturbance, track construction and other normally be found in the core habitat. Thirdly, aggressive edge- activities create edges. dwelling species, such as Noisy Miners and Bell Miners, may invade the habitat and displace prior inhabitants. Generally speaking, the longer the edge, the larger the area disturbed. Edges provide habitat for species of wildlife that prefer edge habitats, and this is not all harmful. Many birds, such as parrots The more angular the edges, the greater the edge effect. Corners and cockatoos, will use edges for perching and nesting. Kangaroos increase disturbance. Rounded edges and regular shapes minimise and wallabies feed and move out along edges. Because edges are edge effects. a meeting place between adjacent habitats, they are often rich in The smaller the area, the greater the risk of impact occurring species (e.g. mixing of forest species, edge species and farmland throughout the vegetation, with the core habitat being destroyed. species). Edges, especially where there is a scattered open ‘buffer’ type area, are often good places for people to see and experience How far do edge effects extend? wildlife. The ‘depth’ of the effect in habitat varies greatly with the length 3. An increase in pest animals of the edge, the contrast in edge, the width of the habitat, the Pest animals such as foxes, cats and dogs tend to move and type of vegetation, the species of wildlife and the stability of hide along roads, tracks and cleared areas adjacent to or in bush the vegetation. One study showed that in terms of vegetation areas. Edges, by providing improved access, can cause a decline in structure, the width of a forest edge was less than 13 metres, but wildlife populations via predation and competition. Experimental based upon the distribution of birds’ nests, the functional width of and observational studies have shown that bird nests are more the edge ranged from 9 to 64 metres. often preyed upon in edge habitats compared with core habitats. It would be difficult to determine the exact extent of the ‘edge Platypus and quolls have suffered from predation by foxes moving effect’ in an area of private wildlife habitat. However, there are along bush tracks, particularly beside rivers. many actions landholders can take to prevent or diminish these effects in areas where edges are likely to have negative impacts. Activity #16 Land for Wildlife Note: Edges

Reducing the negative impact of edges 6. Controlling pest animals 1. Shortening edge lengths DSE can offer advice on the control of pest animals and on how to reduce the impact of domestic animals on wildlife. The best way to reduce negative edge effects is to reduce the length of the edge. Rounded edges do this and this also increases 7. Re-routing tracks the ‘core’ size. Minimize the number and length of edges. Wherever possible, 2. Modifying edge shapes close off and revegetate tracks that cut through the habitat. Create new tracks and firebreaks outside the habitat area. Edges can be modified by revegetation of areas such as vehicle tracks that go in to existing vegetation. 8. Using caution with chemicals 3. Revegetation Care should be taken when using chemical sprays and fertilizers. Preferably use them well away from wildlife habitats. If this is Edge effects can be reduced by revegetating degraded areas with unavoidable, take notice of wind direction to prevent drift and be local native species and planting a buffer zone around edges to aware that chemicals could runoff or leach through the soil into increase the size of the habitat and its core. Buffer zones also the habitat and cause damage. have the effect of ‘softening’ the edges by reducing the contrast between land uses. The chances of success will be greatly 9. Removing rubbish improved if these areas are fenced off. For best results the buffer Garden clippings and other litter can introduce weeds and change plantings should be plant species that can tolerate the stressful the nutrient levels of the soil. Rubbish can also attract pest edge conditions. Buffer plantings around native vegetation animals or cause injury to native wildlife. When possible, recycle remnants can lessen the invasion of weed seeds (e.g. thistles) from or compost rubbish. Rubbish should be placed well away from adjacent land. habitat areas and placed in sealed storage prior to transport to an 4. Fencing wildlife habitats official refuse depot. Fencing-off habitat areas so that grazing stock cannot enter can 10. Locating a house away from habitat areas assist natural regeneration to occur and will reduce the impact of The noise, movement, soil disturbance, and other effects grazing on plant species. associated with human occupation, can be avoided by building 5. Controlling weeds houses away from habitat areas. This will protect the habitat so that it can be enjoyed in its best condition. Weed invasion can be prevented by limiting disturbance along edges, and by avoiding introducing potential carriers of weed 11. Clumping revegetation areas seed (such as stock feed and vehicles) to edges. Edges should be Several landholders, each contributing a small amount of habitat, monitored for new species that may be weeds so weeds can be can increase the ‘core’ area by grouping their revegetation effort quickly removed. along common boundaries.

Adapted from Land for Wildlife Note 23 edited by Stephen Platt. Authors: Lyndall Rowley, Robyn Edwards, Paul Kelly. Activity #16 Remnants: Shapes and Sizes

Diagram1

Diagram 2

Option 1 Option 2 Option 3

Diagram 3

Diagram 4 Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Helping Ourselves Materials ÆÆPre-settlement and present vegetation maps; 17 This case study shows how a diverse range of people including students are restoring local habitat to help ÆÆWhat’s In It For Us? article; wildlife and themselves. It might inspire your class to ÆÆThe Lurg Regent Honeyeater Project article; become involved in local projects planting indigenous flora to attract wildlife. ÆÆMap of Victoria.

Advance Preparation Acknowledgement

Copy the two articles for small group work. ‘What’s in it for us?’ 1996 article by Ray Thomas, Mollyullah Tatong Tree and Land Protection Group, Benalla. Activities ‘The Lurg Regent Honeyeater project’ 1996 article by Ray Students read the following two articles (or have it read to Thomas, Mollyullah Tree and Land Protection Group, Benalla, them) to find out how a wide diversity of people and groups and Fran Sorenson, NRE, Goulburn Broken Catchment, Benalla. are helping themselves and endangered species. The Lurg Regent Honeyeater Project article 1. Students find Lurg, Mollyullah, Tatong, Greta Valley, Winton, Glenrowan West and Kilfeera on a map of Victoria. 2. Compare Pre-settlement and present vegetation maps to determine what the vegetation was like in these areas before European settlement and now. 3. List the groups of people involved in the conservation activities described in this article. Why are they involved – what’s in it for them? 4. What species are they helping (plants and animals)? 5. As a consequence of the efforts of the people described in the article, predict what the Lurg and surrounding areas will be like 5, 20 and 50 years from now.

What’s in it for us? article 6. Students create food webs or flow diagrams to show energy flow and cycling of materials, and the connections between planting understorey shrubs and controlling insect pests. 7. They draw the scene described as ‘normal’, and a section of a healthy native remnant, labelling what makes the difference between the two. 8. Ask students to explain why “any old tree” won’t do the same job as the local species?

It’s a lot of effort to save a bird!! [the Regent Honeyeater] Some examples will make the picture clearer. Plant Silver Wattle, Golden Wattle and Black Wattles under your old Grey Box and Why should we bother? River Red Gums and you can attract glider possums in search Haven’t we got lots of other honeyeaters anyway? of the sugary wattle sap. Then just watch them eat those leaf damaging Christmas Beetles all night! And then there’s all the Well, what about these questions? Are they fair enough in times birds which nest in the understorey shrubs. Did you know that when farmers are struggling? by planting the right shrubs to attract birds, you can put an end Does it really matter if we lose a single species? I think the answer to the serious insect attacks which lead to dieback of valuable is a very big YES, and that’s not just a ‘save the bird at any cost’ old trees? And that’s only half the story! Nectar-rich shrubs such sentiment. as Sweet Bursaria, Tea Trees, Rice Flowers and Everlasting Daisies also attract a range of parasitic wasps and flies that are very It’s really about saving an ecosystem that supports lots of species, helpful to the farmer. With nectar as their energy source, these including us. Loss of the Regent Honeyeater is really just one more wasps will hunt all day for insect pests like the Cockchafer Grubs symptom that the ecosystem is out of balance; taking a nose dive and Christmas Beetles larvae which destroy the roots of pasture in fact! grasses. The push for ‘biodiversity’ is more than just a museum mentality. The message is simple; balanced ecosystems look after their own Diverse ecosystems are healthy, self-sustaining ecosystems! When health. Restore bushland on a farm by planting understorey under there are many plant and animal species living together, there are the old trees still left, and the bushland creatures will look after built-in checks and balances to keep the system operating for the the farm. benefit of all. Plants, insects, invertebrates, birds, predators, birth, decay, nutrient recycling, shelter, habitat – everyone’s catered for. But to get the ecosystem fully operational, it’s obvious that we And if any one species increases for some reason, then ‘beauty’, need to restore as much of the original vegetation as possible. Not there’s suddenly more food for something else and these increase ‘any old tree’ will do the same job as the local species. As well as to pull the first one back into line. providing long-term habitat for wildlife and biological pest control for pastures, local plants are well adapted for survival in local soils Simplified ecosystems don’t have it so good! Take for example and climate, and will replace themselves by natural regeneration the scene we’ve come to accept as normal – scattered trees, over time so that the billion trees won’t have to be planted all over introduced grasses and no shrubs. again. When insects increase following the boosted nutrient levels in With this in mind, a local school and an employment group are pastures, they attack the trees harder than they do in natural making a special effort to grow thousands of local indigenous forests, and here’s the rub; with no shrubs, there’s fewer birds and shrubs ready for mass planting in the Lurg Regent Honeyeater area wasps to pull the insects back into line! The ecosystem is out of this winter and spring. balance. Trees are under constant stress for years and there is extra mortality in tougher summers. As more trees die, the remaining trees each have to cope with more and more hungry insects. They die at a faster rate because the insect attack is more concentrated on fewer trees! It’s a downhill one-way process that eventually can’t cope and ‘the wheels fall off’; the ecosystem crashes. It has been said that loss of the wattles from a forest is the start of an ‘ecological cascade’ – a tumbling down of ecosystem health as species after species drops out and the system becomes less resilient and self regulating. So back to our endangered species. They are ‘indicator’ species which show how tough the going is. Scarce resources, brutal competition that rarely occurred before, and soon some species lose out. We call them ‘endangered’ and accuse them of having some kind of problem, but we need to look at the problems of the ecosystem itself! And here’s the benefit to Landholders – re-establish ecosystem balance and you’ve got natural biological controls working for you rather than a runaway train with the brakes off! Activity #17 The Lurg Regent Honeyeater Project

After months of intensive effort, the on-ground action is really Visits to properties on a one-to-one basis have given me every starting to show at Lurg and surrounding districts. Landholders opportunity to address farmers’ concerns and present ideas on in the Mollyullah-Tatong and Greta Valley Landcare areas are how the Regent Honeyeater project will be of benefit to farm committing themselves to a major project to protect and restore productivity and sustainable agriculture. Assisting people to the last fragments of the Ironbark Forest which once covered the understand and address the serious dieback problems throughout entire foothill slopes from Glenrowan West to Kilfeera. the district is encouraging protection of old trees for habitat because farmers don’t want to lose the trees they still have left. Despite serious dieback and mistletoe infestations, this district is one of three critical habitat areas in Victoria for the endangered And the approach is working well! Generous responses from Regent Honeyeater. The birds arrive in winter each year to feed on almost 100% of local landholders in the district have lead to many the flowering Ironbarks, but we are losing the old habitat trees at projects to fence and restore box-ironbark remnants on private an alarming rate. land. As at June 1996, about 25 km of fencing is either completed or in progress on 35 properties; and there are many other Nine local schools, a group of unemployed young people, the landholders still to visit. Young Landcare Project and NRE’s Land for Wildlife program have all been involved in an effort to help local landholders with the Just during the past few weeks, there were 15 properties planted, work. It is a nationally significant project which will show the way involving 8 local schools, about 350 of their students, 15 young for other communities to help endangered wildlife while at the unemployed people in the new LEAP course, about 50 volunteers same time improving farm productivity. from La Trobe University, Charles Sturt University, the Uniting Church, local scouts, and of course the people of Glenrowan During the first half of 1996, the schools and young people on a West, Winton and Lurg. LEAP (Landcare and Environment Action Program) employment scheme propagated thousands of indigenous trees and shrubs to About 11,500 indigenous trees and shrubs have been planted create better habitat for the local wildlife, including several species so far with around 3,500 still to go in over the next couple of which are endangered. The LEAP members also became expert weeks. Local plant species have been carefully selected from fencing contractors and developed skills as community educators several nurseries around the district and in most cases we have through their efforts to spread the good news around and get managed to re-establish 25–30 species on each site. It’s a genuine others involved in the action. attempt to make homes for lots of the local wildlife as well and the endangered Regent Honeyeater, Grey-crowned Babbler, Bush To ensure strong community participation, all activities during Stone-curlew, Squirrel Glider and quolls. 1995/96 have been aimed at addressing issues that the landholders or teachers themselves see as important. Rather than I am greatly impressed by the changes we as a community have asking already busy people to help the poor honeyeaters, the made. We’re changing the landscape and getting the ecosystem focus is essentially ‘What’s in it for me?’ By tackling issues which back into balance again to defeat the dieback, halt the salt and local people care about, this project is demonstrating the way to secure sustainability. stimulate large scale community participation; ..... and this has major importance for endangered species. By Ray Thomas, Mollyullah Tree and Land Protection Group, Benalla, and Fran Sorenson, NRE, Goulburn Broken Catchment, Benalla, 1996 Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Living with Possums Materials ÆÆLiving with Possums Background Note. 18 This case study illustrates how changes to the law, a community education program and group effort can help overcome urban wildlife issues for the benefit of both people and possums.

Advance Preparation Acknowledgement

Copy the Background Note for small group work. Dianne Marshall, DSE. Activities Reference

1. Students read the Living with Possums Background Note to ÆÆLiving with Possums help answer the following. 2. Why were some people concerned about possums in urban areas? 3. What were the problems with the old solution? Predict what would happen if no actions had been taken. 4. What is the new solution to living with Common Brushtail Possums? In what ways is this solution better than the old methods. 5. How has the ‘Living with Possums’ campaign been communicated. Who has it targeted? Why do you think each group was involved? 6. Find out if there are possums in your suburb/town. Conduct a survey of your class/school/neighbourhood to find out about awareness, understanding and attitudes to the new ‘Living with Possums’ regulations. Present your findings in a suitable format for your audience. 7. Prepare a poster, brochure or promo aimed at teenagers to communicate the key messages about ‘Living with Possums’. 8. If possums are common in your area, build a nest box for them. Describe your construction, why you built it, where it will be located and why. (See DSE website link for building instructions.) Extension

Choose another situation where people and wildlife are Common Brushtail Possum conflicting. Research the issue and groups involved. Present an outline for a community education program that: a) Raises people’s awareness of the issues; b) Contributes to an increased understanding of the issue; c) Proposes some actions to help find a solution to the issue. Remember all wildlife is protected in Victoria under the Wildlife Act 1975.

The Issues A New Solution

The Common Ringtail Possum and Common Brushtail Possum Since the old approach was not working and had animal welfare are both widespread in Victoria and both are abundant in concerns, a new approach was needed. This included a change to metropolitan Melbourne. the law. About 85% of Melbourne’s municipalities report possum Legislative change problems. Residents contact Councils or DSE because they have A change to the legislation regarding wildlife (Wildlife Act 1975) concerns about possums in their houses or gardens. There has was proclaimed in 1997, applying only to Common Brushtail been community concern about possum numbers in the suburbs Possums living in buildings. for more than a decade. The legislative changes: In suburbs with favourable areas for possums, there can be 10–12 Common Brushtail Possums per hectare. ÆÆallow possums to be removed only for the purpose of excluding them or removing them from roof spaces; What are People’s Complaints about ÆÆallow trapping to remove possums from roof spaces; Possums? ÆÆprohibit the relocation of the possums; People complain that the possums: ÆÆspecify that possums must be released into their own territory, ÆÆlive in their roof, causing noise, ceiling stains and damage; or for a vet to perform euthanasia; ÆÆeat garden plants; ÆÆencourages the erection of nest boxes as alternative accommodation. ÆÆmake dogs bark, make noises and leave droppings on paths. Community Education Campaign – Living with Possums Some Early Responses This community education program is a joint venture between DSE, RSPCA, Municipal Association of Victoria, Deakin University People conducted their own unsupervised trapping and relocated and Eastern Energy (sponsor). possums. Thousands of possums were being relocated to parks, other suburbs and the bush. A range of materials and media are being used to communicate the messages about ‘Living with Possums’. These include: In 1995 the RSPCA received 5000 possums. Researchers studying relocated possums by radio-tracking them found that: ÆÆthe production and dissemination of a printed booklet in 12 languages (75,000 in English and 5000 in each of five other 1. most relocated possums die from stress or predation soon after languages); they are released at a new site, ÆÆa poster which showed a possum peeping out of a next-box; 2. vacated territories are soon filled by other possums (so the area is soon inhabited by possums again). ÆÆa card for counter tops with the same picture; ÆÆa web page on DSE’s internet site; ÆÆa media launch and interviews in July 1997; ÆÆcommunity service announcements on TV and radio; ÆÆmedia coverage in national, regional and community newspapers. The materials were distributed widely to: ÆÆall 78 Victorian municipalities; ÆÆall 16 Flora and Fauna Coordinators (DSE staff); ÆÆ100 metropolitan veterinary practices; ÆÆover 400 Wildlife Shelter operators and Foster Carers; ÆÆ12 licensed possum controllers; ÆÆRSPCA branches; ÆÆSchool Education Officers and Parks Victoria visitor centres; ÆÆsome nurseries and pet shops. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet What to do with Wannabe Materials 19 Wetland? – A Role Play Each student will require: ÆÆTable 1: Observation Sheet; This role play helps students develop greater appreciation and understanding of: ÆÆIdeas for Wetland Conservation; ÆÆMap of Wannabe Wetland;  human impact on wetland environments; ÆÆOne Role Card Profile.  differing beliefs about wetland areas;  wetland biodiversity conservation strategies;  potential conflict in the planning process; Wannabe Wetland Scenario  the different interests that need to be The site, is located approximately 20 kilometres away from accommodated in the decision-making process. a major urban centre and is close to a rapidly growing residential area which is served by a major freeway and a train line. Seaward Creek runs through the site and forms Background part of a boundary of two municipalities. The rubbish tip of one of these municipalities adjoins the site. This role play introduces students to some of the many issues involved in both conserving and developing wetland areas. The Wannabe Wetland is a relatively flat area with some various roles explore the variety of values and attitudes which well drained, elevated flat areas which would present an are held by the community towards wetland environments. ideal opportunity for a housing sub-division. In summer, It demonstrates some of the practical issues for biodiversity however, the area is a breeding ground for mosquitoes and conservation facing wetland managers. midges and this would be a nuisance to residents. At these elevated sites, evidence has been found which suggests As there are many interest groups with conflicting ideas about that Aboriginal people occupied the area and is therefore how Wannabe Wetland will be developed, a planning tribunal an area of cultural significance. There is also an industrial meeting has been set up to determine its future. area south of the wetland. Advance Preparation Wannabe Wetland provides a sanctuary for wildlife, particularly birds, including waderbirds which migrate 1. Copy handouts and role cards. annually to the site from the northern hemisphere. 2. Cut role cards. Sightings of the endangered Orange-bellied Parrot have also been recorded at the site. Foxes, hares and rabbits Activity inhabit the elevated areas. Despite being private property and being untouched by the A. Pre-Play Briefing: Teacher owner, many activities take place which impact in varying 1. Set the scene for the role play and discuss the objectives of degrees on the wetland environment – the farmer’s cattle, the exercise with students. at times, graze on the site; bird watchers visit the area to view, photograph and record birds; local people fish the 2. Distributes copies of the map of Wannabe Wetland. creek for eels; power boats occasionally enter the creek; 3. Read out the scenario to students. Students should take game are shot during the hunting season; and the area is notes on the site’s significance, history, geography, use. used by off-road vehicle enthusiasts; sometimes without permission. 4. Assign a role to each student and distributes the role profile cards and Ideas for Wetland Conservation. The closeness of Wannabe Wetland to residential areas, the potential for housing development and the inability to Acknowledgement earn a good income from farming are factors which have persuaded the owner of Wannabe Wetland to sell the site. David Pleydell. Government interest in the site is due to its significance as a wildlife sanctuary.

Role Play Instructions B. Interest Group Formation E. Deliberation and Debriefing 5. The teacher previews the sequence of play of the activity with 18. The chairpersons meet independently at the completion of students. the planning tribunal and, using the submissions and land use maps, determine how Wannabe Wetland will be used and 6. The students assume their role and discuss Wannabe Wetland managed. Their decision should be mapped and copies made and how they would like the area to be used and managed in for all class members. the future. 19. The chairpersons present their decision to the class and 7. Groups with similar ideas about the future use and distribute copies of the final land use map. management of Wannabe Wetland are formed. Some students may find that they can combine with any other students 20. The teacher debriefs the class through discussion of key topics; to form an interest group. In such a case they should work or written answers can be prepared to questions. together. 8. Interest groups devise a name for their group which reflects Debriefing their purpose and ideals. Students may be willing to freely offer their thoughts about 9. Individual students prepare name tags showing their name, the role play and may wish to ask questions of other students. their role and the name of their interest group. However, discussion may be more profitable with more structure and set discussion questions. The following questions could be used in a discussion: C. Preparation of Proposals ÆÆWhat was your role? 10. Each interest group appoints a note taker or secretary and a spokesperson. The interest groups meet to decide on the ÆÆHow did you feel about playing your assigned role? proposal they intend to present to the planning tribunal. ÆÆDo you agree with the views presented in your role? Why? 11. Interest groups develop their proposals which should include: Why not? a) background on the group members; ÆÆDid you find it difficult to be convincing if you disagreed with the views in your role? b) individual’s views about Wannabe Wetland; ÆÆWhat other roles did you aligned with to form an interest c) suggested management strategies; group? Why did you align with these roles? d) suggested land use of the area. ÆÆWere there other interest groups with similar roles that you did 12. Interest groups determine the format of their presentation to not align with? Why was this so? the planning tribunal, prepare accompanying visual material, ÆÆHow did you decide on the suggestions your group was going complete a written proposal and construct a land use map of to put forward to the tribunal? the site incorporating any physical changes to the area. ÆÆWas there any conflict within your interest group? How was 13. The tribunal chairpersons circulate freely throughout the class this conflict resolved? to gain an understanding of the various issues and values involved. ÆÆWere you satisfied with the decision of the planning tribunal? How did the decision differ to your group’s proposal? ÆÆHow did the chairpersons arrive at their decision? What are the D. The Meeting factors that influenced their decision? 14. The classroom is arranged so that the Chairpersons can sit ÆÆHas your attitude towards wetland environments changed at the front and direct proceedings. Interest group members since participating in the role play? What have you learned should sit together. about wetlands, wetland management and conflicting land 15. The proposal for each interest group is given in a formal use? meeting of the planning tribunal and a written proposal and land use map submitted to the chairpersons. 16. The students should complete a copy of the Observation Sheet as the tribunal proceeds. 17. Encourage the students to ask questions of interest group members after each group has completed its submission. Activity #19 Role Profiles

Role Profile: Chairperson Senior Environmental Scientist As a notable environmental scientist you have worked for many years researching fragile environments and the impact of human activity on these areas. You have spent many years lecturing at various universities and have been a government consultant on conservation issues especially in coastal regions. You have been invited to be a joint chairperson at a planning tribunal which is to determine the future use and management of a wetland area known locally as Wannabe Wetland. Your role is primarily to listen to submissions by interested parties and to determine, in light of the various proposals, how the site will be used and managed. As the various interest groups are meeting and developing their proposals, you should liaise with them in order to become aware of the complexity of the situation and the variety of views that are held. With your fellow chairperson, you are to control and direct the proceedings of the tribunal. At the commencement of the sitting of the tribunal an overview of the area, its geography and the issues involved should be given. Each interest group should be called to submit their proposal and questions should be permitted at the end of each presentation. After all groups have completed their submission, using written submissions and land use maps, you are to consult with your joint chairperson to determine how the site should be used, developed and managed. Your decision should be presented on a detailed map of the area. Present your findings at a sitting of all interested parties explaining how you evaluated alternatives and how you reached your decision.

Role Profile: Chairperson Government Official Working as a bureaucrat for the past twenty-five years has exposed you to many different situations and has given you a solid grounding in the workings of the government. For most of your career you have been a Government Department Secretary and have worked in a variety of areas of responsibility including trade, employment, environment, planning and recreation. From time to time you have been called upon to sit on panels, tribunals and hearings. From this experience you have come to realise that not everyone can be pleased and that there must be a balance between economic and more emotional factors. You have been invited to be a joint chairperson at a planning tribunal which is to determine the future use and management of a wetland area known locally as Wannabe Wetland. Your role is primarily to listen to submissions by interested parties and to determine, in light of the various proposals, how the site will be used and managed. As the various interest groups are meeting and developing their proposals, you should liaise with them in order to become aware of the complexity of the situation and the variety of views that are held. With your fellow chairperson, you are to control and direct the proceedings of the tribunal. At the commencement of the sitting of the tribunal an overview of the area, its geography and the issues involved should be given. Each interest group should be called to submit their proposal and questions should be permitted at the end of each presentation. After all groups have completed their submission, using written submissions and land use maps, you are to consult with your joint chairperson to determine how the site should be used, developed and managed. Your decision should be presented on a detailed map of the area. Present your findings at a sitting of all interested parties explaining how you evaluated alternatives and how you reached your decision.

Role Profile: President of Local Hunting Club You are an avid hunter and for the past six consecutive years you have been elected President of your club. You are very concerned about the image of shooters and as such your club spends much time educating its members about which birds can and cannot be shot. During the hunting season, Wannabe Wetland is an ideal location for shooting game. Given that a limit is placed on the number of birds that can be taken, you see a place for responsible game hunting.

Role Profile: Farmer Ever since you purchased your land there has been an unproductive part of it that you named Wannabe Wetland which you have simply left aside. In fact, you almost decided not to buy your property because Wannabe Wetland was on the Title. Wannabe Wetland has created some problems for you especially when your cattle have become stuck in the mud. You have left the wetland area alone but have allowed bird watchers into the area. Now you think the wetland may have value. As a result of the rapidly growing local population, property developers have offered you money for the land. The government has also shown interest in the site, saying that it is a significant example of a wetland environment. In retrospect, perhaps you have managed the area well and perhaps it should be preserved. Activity #19 Role Profiles

Role Profile: Aboriginal Representative You are a descendant of the Namawan Tribe – Namawan meaning Mud Lark. You are concerned about the future development and management of the area known as Wannabe Wetland. There is evidence that people from the Namawan Tribe inhabited the area, as artefacts have been found on elevated sites. The site is therefore of cultural significance. You do not believe that only the site where the artefacts have been found should alone be conserved, but that the entire wetland should be preserved as an accessible example of an environment in which an aboriginal tribe once lived.

Role Profile: Chief Executive Officer Petrochemical Company You have worked your way up to the top of the corporate ladder from humble beginnings working on an oil rig. This has involved hard work and determination. You can appreciate the environmental debate that surrounds the petrochemical industry but there is a demand to be met and that your industry is very good for the economy. You would like to develop Wannabe Wetland into a treatment plant and port facility. Pelican Bay is deep at this point and not far from existing sea ports. The plant and port would supply many jobs for the nearby expanding population and the export dollars earned would help the entire population. You understand that there may be a requirement to conduct an environmental assessment of the site.

Role Profile: Municipal Officer City of Eastvale Seaward Creek forms part of the boundary of the municipality of which you are a senior planning officer. Approximately half of the Wannabe Wetland site lies within your municipal boundary. The Shire of Westham, of which Eastvale is a part, has recently drafted a Biodiversity Strategy for its municipality. The municipal rubbish tip and a small housing estate adjoin Wannabe Wetland. Your municipality is located relatively close to the city centre and is experiencing one of the highest population growth rates in the state. As such, you would like the development of Wannabe Wetland to benefit the growing population. Space is needed for housing but jobs are also required.

Role Profile: Municipal Officer Shire of Westham Seaward Creek forms part of the boundary of your municipality. Approximately half of Wannabe Wetland lies within your municipal boundary. The development of the site into a residential subdivision would benefit your municipality given its very high growth rate, however you are concerned about the significance of the site. The Shire of Westham, of which Eastvale is a part, has recently drafted a Biodiversity Strategy for its municipality. Aboriginal artefacts have been found within your municipal boundaries and the area provides a sanctuary for wildlife.

Role Profile: General Manager Build-a-Home Pty Ltd Wannabe Wetland provides great opportunities by being developed as a residential area. It lies within a region that is experiencing rapid growth, is well serviced by transport routes and is close to a large city centre. Some people see the site as a less than desirable mosquito-infested wetland. Yet you have a vision for the site. Your company wishes to develop the area into a housing estate with canals – every house would have water frontage. You feel that wildlife would still be attracted to the area given that even more waterways would be built.

Role Profile: Government Official Urban Land Authority The area surrounding Wannabe Wetland is experiencing one of the greatest growth rates in the state. It is also close to industrial areas and the city centre is easily accessible. Housing is hard to come by in the area, especially for low income families. If Wannabe Wetland was developed as a residential zone low rent housing could be provided. The benefit of the government developing the area would be that close liaison could be made with other interested government departments, especially those concerned with the conservation of the area. Activity #19 Role Profiles

Role Profile: Ornithologist Birds Australia Ever since you were young, birds have been a fascination to you. You have spent many hours spotting, recording, photographing and sketching birds, mostly at Wannabe Wetland which is close to your home. Wannabe Wetland is a quiet location where many birds feed and roost, in fact you know that some of these birds come from the northern hemisphere to feed. Mostly you see large numbers of Australian waderbirds and waterfowl such as ducks, swans and geese and you have even had the pleasure of sighting, on one occasion, the endangered Orange-bellied Parrot. You believe that Wannabe Wetland should be preserved as a location where birds can live in peace yet it would also be an ideal location for educating the public about the importance of wetlands.

Role Profile: Recreational Vehicle Enthusiast You have been involved in off-road vehicle clubs for many years and have driven motor bikes, dune buggies and four wheel drive vehicles. Recreational vehicles provide a relatively safe form of entertainment which can be enjoyed by all age groups. The greatest difficulty faced by such enthusiasts is finding a suitable location where off-road vehicles are permitted. You propose that Wannabe Wetland be declared an off-road vehicle reserve. Such a move will prevent damage to nearby areas where people presently drive their vehicles illegally.

Role Profile: Conservationist Your goal is to ensure that the historical pattern of wetland destruction does not continue – since settlement one-third of Victorian wetlands has been lost. Wetlands are of high value as habitats for flora and fauna, study areas for education and research, outdoor recreation location, and for water supply and hydrological stability, nutrient recycling and as a scenic landscape. If Wannabe Wetland is changed and no conservation policy is developed yet another wetland environment will be lost.

Role Profile: Engineer As an engineer you have been devising proposals which address the problem of the potential short supply of domestic water. Your proposals have included both ways of reducing water consumption and means of collecting more water. Given the population explosion of the area surrounding Wannabe Wetland the demand for water will increase over the next few years. You feel that damming Wannabe Wetland will provide a significant water supply and, if correctly designed, will not disturb the fauna as wildlife will be able to find habitat around the edge of the reservoir.

Role Profile: Agricultural Scientist You have been studying agricultural activity overseas especially in Indonesia and West Africa where wetland regions are used for agricultural purposes. The silt and nutrients carried downstream make wetlands ideal for crop growing. You are adamant that wetlands must be conserved yet you also believe that they should be researched scientifically. As part of your studies you would like to convert part of Wannabe Wetland into an area of intensive agriculture. Your research may uncover ways of increasing the agricultural productivity of an area while conserving the wetland environments.

Role Profile: Fishing Enthusiast One of the best locations you have ever fished is Wannabe Wetland however access by car is difficult and launching a boat is nearly impossible. You would like facilities such as road access, a pier and a boat ramp to be built. At the same time you do not want everyone fishing at Wannabe Wetland, for two reasons. One, the site will become over-fished. Two, large scale fishing may pollute and disturb the environment and you know that two-thirds of all fish eaten depend on wetlands at some stage of their life- cycle.

Role Profile: Camper As a keen camper you regularly search for places of beauty and interest. Although you would not camp at Wannabe Wetland, as it is close to your home, it is an interesting landscape with a variety of flora and fauna. You feel that most campers are like yourself and, given guidelines and regulations, will care for and appreciate the environment. Despite the absence of camping grounds close to a major urban centre, the number of campers using the ground could be controlled if the area is managed correctly. The fee charged to campers could be invested in conservation programs for the area. Activity #19 Role Profiles and Handout

Role Profile: Sheep Grazier Your sheep farm is located across the road from Wannabe Wetland. You generally agree with the farmer, a friend of yours who owns the land. To you, the environmental debate is not convincing, however, you do see that the grazing of cattle on the area appears to cause plant damage and make the soil boggy. You currently graze sheep on the elevated areas of the land during drought periods in an arrangement with your neighbour.

Role Profile: Waste Disposal Consultant You have identified the waste disposal problems that will arise with the growing population in the area around Wannabe Wetland, particularly if further housing is developed. The existing storm water and sewage treatment facilities are already over utilised. If properly managed and developed, Wannabe Wetland will assist in relieving some of the pressure from existing facilities without detrimental effects to the wetland environment. In addition, the quality of water discharged into the sea will be improved as the vegetation can assimilate nutrients and much of the suspended particulate matter settles out. The final advantage of your proposal is that water will be provided to the wetlands in the dry season when it is otherwise not available.

Role Profile: Environmentalist For the past twenty years you have campaigned against plans to alter natural environments. Although Wannabe Wetland is not in a pristine natural condition it is a fairly good example of a wetland environment and a sanctuary for wildlife. Proposed housing development of the site will totally destroy Wannabe Wetland. Clearing and burning in the area will result in the removal of existing vegetation which can lead to flooding and a rise in the water table. Landfill and human activity can lead to the spread of weeds which can exclude original vegetation. Domestic animals can disturb and kill wetland fauna. Any housing development, no matter how well it is screened, will have a devastating impact on Wannabe Wetland.

Handout: Ideas for Wetland Conservation ÆÆInstigate government publicity and education programs on wetland values and the importance of conserving them. ÆÆEncourage individuals and voluntary organisations to implement measures to protect wetlands. ÆÆInvolve local naturalists, environmental groups, local councils, local water, drainage and river management authorities, planners and schools in public education projects. ÆÆWhere wildlife conservation is the primary use, restrict public access. ÆÆThe use of motorised vehicles is illegal on public land other than on formed roads, parking areas and declared vehicle access areas. ÆÆCommercial fishing should not have any adverse effects on the wetland environment and should be undertaken only on the basis of sustainable yield. ÆÆScientific studies of a wetland environment should be encouraged, however, a permit should be required. ÆÆHunting should generally be prohibited in areas that are classified as national parks, game refuges, reference areas, education areas, flora reserves, sanctuaries, wilderness areas and areas where access is temporarily restricted. ÆÆProvide hides, raised walkways, interpretive information and nature trails to assist and encourage public appreciation of wetland areas. ÆÆProvide a buffer zone between a wetland and any development to protect the high value area from any ‘edge’ effect. ÆÆRemove any introduced plants and weeds, where possible, and promote the growth of indigenous plants. ÆÆFence off areas that are either sensitive or undergoing revegetation. ÆÆLocate facilities as far away as possible from waterbird feeding and roosting areas as noise creates disturbances. Activity #19 Wannabe Wetland Map

Pelican Bay

EASTVALE MUNICIPAL TIP

ABORIGINAL ARTIFACT SITE

INDUSTRIAL LANDUSE MUNICIPAL BOUNDARY

AGRICULTURAL LANDUSE (FARMING) FRESHWATER LAGOON

EASTVALE HOUSING EASTATE PROPERTY BOUNDARY Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet The Threatened Species Recovery Conservation Management Process 20 Case Studies Australia wide Introduction The Threatened Species Recovery Process provides a strategic The activities 21–30 are about actual species and conservation approach to the threats facing Australia’s native situations. They illustrate conservation in action species and ecological communities. It usually needs the and show how a range of agencies, groups and co-operation of Commonwealth, State, Territory and local individuals are working together to conserve governments, land managers (of both public and private land), local communities and other interest groups (see ‘A Team Victoria’s threatened species. Effort’ handout in Activity 26: Regent Honeyeater case study). These case studies show how the Action Plans and National overviews of the conservation status and needs of Recovery Teams for each endangered species help most groups of species provide the basis for more detailed provide a strategic overview of the threats facing Recovery Plans for particular species. These Recovery Plans these species and the specific actions that need to detail the research and management needed to restore be undertaken to conserve them. threatened species and ecological communities to a secure status in the wild. Many of the threats are complex. In many cases we still do not know enough about the ecology of the Australia-wide Recovery Plans are available on the Department species. But the good news is that organisations of Environment, Water, Heritage and the Arts website on the Threatened species and ecological communities (http://www. such as DSE, Parks Victoria, universities, zoos, environment.gov.au/biodiversity/threatened/index.html) page. botanic gardens, local Councils, Friends groups, They are listed alphabetically by the common name of the flora Landcare groups, landowners and concerned and/or fauna or plant community. individuals are addressing the various problems facing threatened wildlife. These case studies illustrate some of their success stories and the conservation challenges involved. Victoria The case studies also shows how much easier it The Flora and Fauna Guarantee Act 1988 provides a framework would be to conserve Victoria’s plants and animals for the legal protection of Victoria’s native species and for and ecosystems if the task is not left until the government and community action. The aim of the Act is the species or ecosystem has become endangered. It is ensure that our native flora and fauna survive, flourish and have far better, and cheaper, to act now to look after our the potential for evolutionary development biodiversity.

Action Statement Activity Once a species has been listed, an Action Statement for that species is prepared. The Action Statement identifies actions Visit the Threatened Species and Communities webpage that have been or will be taken to conserve the species or to answer: community, or manage the potentially threatening process. 1. How many of the following are listed as Threatened The Background Notes in these case studies have simplified the under the Flora and Fauna Guarantee Act 1988: information in the species’ Action Statement. a) plants; b) animals; c) ecological communities; d) 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 Vulnerable conservation status of plants and animals. The following is a general one. Species believed likely to become endangered in the near future if Until the early 1990s, this was mostly done by experts giving their the factors that are causing their decline continue. opinion. In 1994, the International Union for the Conservation of This includes: Nature and Natural Resources (IUCN) developed Red List Criteria. This method relies on data such as numbers of individuals and ÆÆspecies where most or all of their populations are decreasing the area they occupy to decide on the conservation status of a because of: species. Visit DSE’s website to find species and communities that – over-exploitation are considered threatened in Victoria. – extensive destruction of their habitats or – other environmental disturbance; Threatened ÆÆspecies whose populations have been seriously depleted and whose future security has not been assured; Threatened is the general term to designate species which are either ‘Presumed Extinct’, ‘Endangered’ or ‘Vulnerable’. ÆÆspecies with populations that are still abundant but are under threat from severe adverse factors throughout their range. E.g. Eltham Copper Butterfly. Presumed Extinct Rare Species not located in the wild in the past 50 years. Species that are not necessarily depleted or in decline but are at E.g. Toolache Wallaby. risk due to their low numbers or restricted habitat.

Endangered Insufficiently Known

Species in danger of extinction and whose survival is unlikely if the Species that are thought, but are not definitely known, to belong factors that are causing their decline continue. to any of the above categories because of lack of information. This includes species: ÆÆwhose numbers have been reduced to a critically low level; or ÆÆwhose habitats have been so drastically reduced that the species is considered in immediate danger of extinction. E.g. Baw Baw Frog, Eastern Barred Bandicoot, New Holland Mouse, Regent Honeyeater, Southern Right Whale, Spotted Tree Frog

Orange-bellied Parrot. Endangered Species Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Buxton Gum Materials ÆÆBuxton Gum Background Note; 21 This activity examines a plant species that is common in cultivation but endangered in the wild. Is it worth ÆÆMaps of Victoria and Buxton – Yering area; saving a species that is common in cultivation? ÆÆBuxton Gum/Silver Gum foliage from florist (optional).

Background 7. Suggest other possible future actions to conserve the Buxton Gum. Many people have seen Buxton Gum even though it is 8. Scientific knowledge of the ecology of many endangered extremely rare in the wild. Also known as Silver Gum or species, including the Buxton Gum, is still limited. What are Buxton Silver Gum, it is very common in cultivation as a garden the implications of this for conservation managers? tree and its attractive foliage is sold by florists for cut flower arrangements. (The ecological information they need to manage the site may not exist. If urgent action is needed to overcome an Advance Preparation existing problem, site managers may need to experiment themselves.) 1. Copy the Background Note for students. 9. Why is it important to monitor the Buxton Gum? 2. Purchase Buxton Gum/Silver Gum foliage from florist Working in small groups, students devise a scientific (optional). monitoring program that would measure the health and regeneration of the Buxton Gum. What sorts of things Activities would need to be measured and how would they be measured? 1. Display the Buxton Gum/Silver Gum foliage. Ask the class if they think it is important to conserve a wild population of a (E.g. Measure the regeneration by counting the number plant that is common in cultivation? Students explain their of Buxton Gum seedlings in a one metre square over time. reasoning. Photographs at designated reference points at designated times could record and monitor the health of mature trees.) (Refer to Benefits of Biodiversity activity. The cultivated forms of Buxton Gum are not representative of the natural populations – the cultivated form has been selectively bred Acknowledgement to enhance particular features.) ÆÆSteve Smith and Nigel Waterhouse, NRE. 2. Distribute the Background Note to students, or read it out ÆÆStephen Fletcher, Yarra Valley Tree Group. to them. ÆÆArtwork by Anita Barley. 3. Locate Buxton and Yering on a map of Victoria. 4. What types of people/groups have been involved in the Reference conservation of the Buxton Gum? What have they done? ÆÆBuxton Gum Action Statement. 5. Working in small groups, students list the conservation management issues for the Buxton Gum under separate headings for each site. Use dot points to list the actions that have been taken so far for each issue. (An issue affecting both sites is the ‘island’ or ‘edge effect’ – see Activity 16: Remnants: Shapes and Sizes activity.) 6. On a map of the Buxton area, locate the Buxton Silver Gum Reserve, Acheron River and the Black Range State Forest. Would there be any advantage in linking the Buxton Silver Gum Reserve with the State Forest? (Natural vegetation corridors could link the reserve with the forest and allow the natural spread of the Buxton Gum by seed regeneration. Buxton Gum seedlings could also be planted. However Buxton Gum is a species which grows on swampy sites and so most of the State Forest would not be a suitable area for Buxton Gum to grow.)

Buxton Gum (Eucalyptus crenulata) is a small to medium sized, fast growing tree which grows on swampy sites. It is endemic to Victoria; wild populations occur in only two small locations in the State. One population occurs at Buxton in the Acheron River Valley while the other occurs at an even smaller site at Yering in the Yarra Valley. Why Is It a Threatened Species?

ÆÆIt is extremely rare and occurs in very small, isolated populations. ÆÆIt has declined through clearing of trees for farming on the fertile river flats. ÆÆRegeneration is being restricted by grazing, infestation by the parasitic Coarse Dodder-laurel (Cassytha melantha), and understorey competition. What Is Being Done?

An Action Plan for the Buxton Gum was produced in 1991. It was the first Action Plan to be produced in response to the Flora and Fauna Guarantee Act 1988. Groups involved in conserving the species include: ÆÆDSE; ÆÆParks Victoria (managers of the public land site); ÆÆowners of private property sites; ÆÆYarra Valley Tree Group; ÆÆTrust for Nature. The Buxton site (which adjoins the Maroondah Highway) has been made into a reserve, the Buxton Silver Gum Reserve. A dense ground cover appears to be preventing seedling regeneration. This site has an unusually high concentration of the parasitic Coarse Dodder-laurel, which smothers the Buxton Gum. The mature trees appear to be in poor health. Scientific knowledge of the ecology of many endangered species, including the Buxton Gum, is still limited. Conservation managers sometimes have to act to try to save a species even thought they do not have all the scientific information they would like to have. The site was control burnt in 1994/5 in an attempt to remove the parasitic plant and ground cover. Scientific monitoring of the site was conducted before and after the fire. This experiment did not succeed in removing the parasitic Dodder-laural so further studies on how to reduce the parasite are being conducted. An information shelter informs visitors to the Buxton Silver Gum Reserve about the endangered species found in the reserve. A grant has recently been received for local community involvement. Volunteers are helping with the time consuming task of hand weeding of the Buxton Gum reserve. The Yering site is on private property. It contains five very old trees which are in decline. The owners have registered it as a Land for Wildlife property and arranged a covenant through the Trust for Nature to ensure the site’s future protection beyond the time when they own it. The Yarra Valley Tree Group have assisted with replanting at the site with Buxton Gum and other native species. Some 2,500 trees, shrubs and grasses have been planted. The site has been fenced to keep livestock out.

Buxton Gum Above: Branchlets Below: Tree. Endangered Plant Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Eastern Barred Bandicoot Materials ÆÆEastern Barred Bandicoot Background Note; 22 This activity examines one of many species that live in native grasslands. European settlement has led to ÆÆKey Dates for Eastern Barred Bandicoot; a range of impacts on the Eastern Barred Bandicoot. ÆÆTable 1: Trapping Records for Hamilton; However, over the last 30 years, a diverse group of people have helped bring this species back from the ÆÆEastern Barred Bandicoot Location Maps (4); edge of extinction. ÆÆClass Set of Victoria’s Biodiversity: Grassland Ecosystem Image and Info Advance Preparation ÆÆMap of Victoria; ÆÆReferences on grasslands and bandicoots. 1. Copy the handouts for small group work. ÆÆTeachers Reference: Eastern Barred Bandicoot 2. Collect, or organise students to collect, the reference Action Statement materials on native grasslands and bandicoots. Activities

1. Distribute all the handouts to the small groups and a copy 9. What do the four Location Maps tell you about where the of the Grassland Ecosystem Image and Info. After reading Eastern Barred Bandicoot occurred over time? the Grassland Info, the handouts and viewing the Grassland (Note: these maps only show data entered in DSE’s Ecosystem Image (which includes an image of an Eastern database.) Barred Bandicoot), students answer the following questions. 10. Refer to a map of Victoria to locate the sites mentioned 2. Describe the Eastern Barred Bandicoot’s habitat, in particular in Key Dates. Mark all of these sites on one of the Eastern the role of the tussock grasses. Barred Bandicoot Location Maps. Use coloured markers to 3. Suggest reasons why Eastern Barred Bandicoots were able to highlight the re-introduction sites, using different colours continue to live at the Hamilton tip site even though they had to show which sites are public land and which are private disappeared from some other areas. property. 4. Explain the benefit of i) controlling foxes, cats and dogs 11. What made the re-introductions necessary? What made and ii) extending native grassland habitat, in a site where them possible? the Eastern Barred Bandicoot has been re-introduced. What 12. What features should the re-introduction sites have to make are some ways that cats and dogs in the area could be them suitable for the release of captive-bred Eastern Barred controlled? Bandicoots? 5. Some of the Hamilton tip bandicoots were captured by (Suitable habitat, control of fox and cat.) zoologists in the 1970. What did zoologists do with these captured bandicoots? 13. In what ways does a captive-breeding program help the conservation of Eastern Barred Bandicoots in the wild? (Began a captive-breeding program.) (e.g. breeding bandicoots for release into the wild; husbandry 6. What aspect of the Eastern Barred Bandicoot’s ecology manual, pedigree records, DNA research; veterinary makes it very possible to bring this species back from the assistance; biology studies.) edge of extinction? 14. Explain why private landholders and landholder and (High breeding rate.) conservation groups are vital to the conservation of this 7. What aspect of the Eastern Barred Bandicoot’s ecology species. makes it difficult to recover from the edge of extinction? (Most remnant grassland habitat is on private land. There are (Widespread control of Red Fox is a long way off; fencing is very few conservation reserves suitable for re-introductions expensive.) within the former range of the Eastern Barred Bandicoot.) 8. Interpret the data from Table 1: Trapping Records at 15. Explain how the Land for Wildlife scheme and Landcare Hamilton. How has the bandicoot population changed groups can help this bandicoot. between 1970 and 1991. Describe the population status in 16. List the different groups and organisations that are assisting 1991. the conservation of Eastern Barred Bandicoots. (Note that these records do not necessarily account for all the 17. In what ways would conserving native grasslands help bandicoots. Some Eastern Barred Bandicoots may not have conserve Eastern Barred Bandicoots? been trapped. The records however reflect a clear trend.)

18. Using the data on Eastern Barred Bandicoot numbers in the 1990s, explain why a long-term effort is needed for conserving endangered wildlife. Acknowledgement

ÆÆJohn Seebeck, Mandy Watson, DSE. ÆÆEastern Barred Bandicoot Action Statement, DSE. ÆÆPeter Myroniuk. ÆÆZoo Education Service, Zoological Parks and Gardens Board, Victoria. ÆÆEastern Barred Bandicoot illustration by John Las Gourgues. Excursions

ÆÆMelbourne Zoo. ÆÆVictoria’s Open Range Zoo at Werribee.

Tussock Grass Kangaroon Grass

Daisy Button Daisy Bluebell

Grassland Habitat. Activity #22 Eastern Barred Bandicoot Background Note

The Eastern Barred Bandicoot is a small mammal that was once Why Is It threatened? widespread on the grassland plains of western Victoria, from Melbourne to just over the South Australian border. By the ÆÆMarked habitat loss. 1980s, studies found the bandicoot had been reduced to a few populations around Hamilton. One colony lived at the Hamilton ÆÆRoad kills. Tip! The tip site contained patches of native grassland and the ÆÆPredation by foxes, cats and dogs. car wrecks provided extra shelter from foxes and cats. A publicity campaign in the early 1980s raised awareness about the Eastern ÆÆCats spread a disease called Toxoplasmosis to them. Barred Bandicoot and more studies were conducted. By the 1980s the last surviving populations of bandicoots were Recent conservation efforts have increased this little bandicoot’s decreasing in number and their sites were very small. numbers and it has been re-introduced to other suitable sites. The Past land clearance and pasture improvement have reduced the Eastern Barred Bandicoot is still common in Tasmania. However numbers of bandicoots. Pasture improvement activities in the past the Tasmanian population is genetically different from the included insecticide use to control pasture ‘pests’ such as larvae in Victorian population. Foxes, a major predator of bandicoots, do the soil. not occur in Tasmania. What Is Being Done? Ecology The Eastern Barred Bandicoot has been listed as Critically The bandicoot shelters during the day in a grass nest, in the Endangered under the Flora and Fauna Guarantee Act 1988. shelter of a tussock or among rocks. At night it emerges to dig in the ground for small animals such as beetles, crickets, larvae, A Recovery Plan for the bandicoot has been prepared. The major earthworms and caterpillars. It also eats bulbs, tubers and fruits. conservation objective is to restore the species to the wild in Many of the insects and larvae that the bandicoot eats feed on Victoria. tussock grass leaves and roots. Six actions have been identified: The Eastern Barred Bandicoot has a short life (less than three ÆÆMaintain the captive populations of Eastern Barred Bandicoots years) but a very high breeding rate. Females can breed from three to provide off-spring for re-introduction; to four months of age. When conditions are good the bandicoot can have litters of up to five young, although usually two to three. ÆÆAchieve viable populations of Eastern Barred Bandicoots at They can give birth to a new litter immediately after the previous four sites by 2002; one has been weaned. When conditions are poor, such as in a ÆÆMaintain the health of captive and wild populations of Eastern drought, the bandicoot does not breed. It breeds well in captivity. Barred Bandicoots; ÆÆInvestigate the genetic diversity of captive and wild populations of Eastern Barred Bandicoots; ÆÆBroaden community awareness of, and participation in, Eastern Barred Bandicoot conservation; ÆÆManage the Eastern Barred Bandicoot Recovery Program.

Eastern Barred Bandicoot. Endangered Species. Grassy Woodland and Grassland Ecosystems. Activity #22 Eastern Barred Bandicoot Background Note

Captive-breeding Program This program is releasing captive-bred animals into re-introduction sites with remnant grassland habitat, such as Woodlands Historic A number of people and organisations are part of the captive- Park (formerly Gellibrand Hill Park) on the north-western outskirts breeding program to secure the future of the Eastern Barred of Melbourne. The Woodlands Historic Park population of Bandicoot. Those involved include the Zoological Parks and bandicoots is protected from predators by a fox-proof fence. Gardens Board of Victoria (Melbourne Zoo, Healesville Sanctuary Cat and fox control, fencing and vegetation restoration help and Victoria’s Open Range Zoo at Werribee), Department of increase bandicoot numbers. Environment, Heritage and Aboriginal Affairs, S.A. (Monarto Fauna Complex), Zoological Parks and Gardens Boards, NSW The Friends of the Eastern Barred Bandicoot has been formed to (Taronga Zoo, Sydney and Western Plains Zoo, Dubbo), Kyabram promote community awareness of this endangered species. Fauna Park (Victoria), and the Department of Sustainability and Some shooting clubs near some of the bandicoot sites assist with Environment(Victoria). predator control (foxes and feral cats) and rabbit control. For example, the Zoological Parks and Gardens Board of Victoria: DSE initiated and manages the Eastern Barred Bandicoot Recovery ÆÆBreeds bandicoots for release into the wild; Program. The captive-breeding program is managed by the Zoological Parks and Gardens Board, Victoria. Parks Victoria ÆÆHave produced a husbandry manual on the care and breeding manages some of the sites where the Eastern Barred Bandicoot of the bandicoot; occurs. ÆÆMaintain a pedigree record for all the captive bandicoots in their care; ÆÆCollect DNA samples to investigate genetic variability in the Recovery is Not Easy! Eastern Barred Bandicoot; The number of Eastern Barred Bandicoots has increased since ÆÆProvide veterinary assistance to captive and field animals 1991. However the loss of bandicoots to predators and the low including developing methods for determining whether a breeding rate at several of the sites during 1998/99 illustrates that bandicoot is healthy or not; a recovery program does not always go to plan. Many things that ÆÆConduct biology studies (e.g. of growth rates) of captive can go wrong and so a long-term effort is needed. animals – it is easier to study captive animals than those in the field.

Table 1: Eastern Barred Bandicoot Trapping Records in Hamilton

1970s 1988 1989 1990 1991

Number more than 1000 220 52 16 3

Habitat Area 3000 ha 600 ha 200 ha Activity #22 Key dates for the Eastern Barred Bandicoot

1840s Eastern Barred Bandicoot widespread across the plains of western Victoria.

1971/2 Only one Victorian population of the bandicoot remains, at Hamilton. Zoologist John Seebeck (working for the Victorian government) conducts trapping at Hamilton and sets up a captive colony at Serendip Wildlife Reserve.

1970 and 80s Research work conducted on the bandicoot’s ecology and distribution. John searches through natural history literature and reports on the decline of populations of Eastern Barred Bandicoot from abundance to local extinction between 1903 and 1950s.

1987 A draft Management Plan for Eastern Barred Bandicoot produced by Victoria’s conservation agency.

1988 First captive Eastern Barred Bandicoots established in pens at Gellibrand Hill Park (now Woodlands Historic Park) near Melbourne Airport.

1989 The Management Plan for Eastern Barred Bandicoot released. Eastern Barred Bandicoot Recovery Team established. First release of Eastern Barred Bandicoots into the fenced Nature Reserve section of Woodlands Historic Park. Fencing of the Hamilton Community Parklands site.

1990 Release of Eastern Barred Bandicoots at Hamilton Community Parklands site.

1991 Zoological Parks and Gardens Board, Victoria (then the Zoological Board of Victoria) accepts responsibility for the Eastern Barred Bandicoot captive-breeding program.

1991 Flora and Fauna Action Statement for Eastern Barred Bandicoot published.

1992 Eastern Barred Bandicoot Recovery Plan replaces the Eastern Barred Bandicoot Management Plan and is regularly updated during the 1990s. Eastern Barred Bandicoots, bred in captive colony, released at Mooramong, a National Trust property near Skipton.

1994 Eastern Barred Bandicoots bred in captive colony released at Lake Goldsmith Wildlife Reserve near Beaufort, Floating Islands Wildlife Reserve near Colac and on a Land for Wildlife private property near Branxholme. Boom in bandicoot numbers at Woodlands Historic Park (reaching 600).

1995 Revised Action Statement for Eastern Barred Bandicoot published. Eastern Barred Bandicoots, bred in captive colony, released at Cobra Killuc Flora and Fauna Reserve.

1996 to 1999 Population crash at Woodlands Historic Park, and declines at most sites, linked at different sites with either drought (El Nino), Red Fox predation, or overgrazing by rabbits and kangaroos.

1997 Revised Victorian Recovery Plan for Eastern Barred Bandicoot 1997–2000 released by DSE.

1997 to present Maintenance of predator control and monitoring of Eastern Barred Bandicoot populations.

1999 Revised National Eastern Barred Bandicoot Recovery Plan released by Environment Australia, the federal environment agency. Activity #22 Eastern Barred Bandicoot Maps

Records for 1950–1969

Records for 1970–1979

Records for 1980–1989

Records for 1990–1998

Source: DSE, Atlas of Victorian Wildlife Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Leadbeater’s Possum Materials ÆÆResearch Findings; 23 This management case study investigates possum and habitat conservation in Victoria’s dynamic ÆÆMap 1: Leadbeater’s Possum Range Map; tall forests – forests that are also prime timber ÆÆMap 2: Management Zones Map; producing areas. ÆÆTeachers Reference: Leadbeater’s Possum Action Statement

Advance Preparation 9. How and why has the management of the Central Highlands Forests changed over time? 1. Copy the Research Findings and maps for small group work. 10. Referring to the Leadbeater’s Possum Range Map and the Management Zones Map, in what areas are Leadbeater’s Possums protected? Activities (Yarra Ranges National Park; Zone 1A in State Forest.) Students use the Research Findings sheet and their own further 11. Suggest reasons why all of the State Forest within the investigations to answer the following: Leadbeater’s Possum’s range has not been declared a National Park. What are the protection measures for the 1. An adult Leadbeater’s Possum weighs between 100 –160 possum in the State Forest? grams and could easily fit into your hands. Imagine that. Find and list some everyday things that are a similar size or 12. Why do we have a ‘faunal emblem’? Would it matter if it weight to a Leadbeater’s Possum. was an extinct species? 2. Draw a flow diagram to explain some links between this 13. Summarize the main reasons why Leadbeater’s Possum is tiny possum and one of the world’s tallest growing trees. endangered? Include young and old trees. 14. Summarize the major steps being undertaken to protect the 3. Describe (or label) the features of the habitat sketch that Leadbeater’s Possum. make it suitable habitat for Leadbeater’s Possum. 4. How old are most of the Mountain Ash trees in the Central Highlands now? At what age do Mountain Ash trees start Acknowledgement getting hollows? Develop a flow diagram to show the consequences of timber harvesting on Leadbeater’s Possum ÆÆKim Lowe, Rod Anderson, DSE. habitat. ÆÆLeadbeater’s Possum Action Statement. 5. Leadbeater’s Possum have been bred in captivity and they ÆÆForest Education Project. use artificial nesting boxes when they are supplied. Do you think it is a good solution to the loss of habitat issue to ÆÆToolangi Forest Discovery Centre education materials. breed animals in captivity, and supply them with artificial ÆÆHealesville Sanctuary. homes in the bush? Suggest two reasons why nest boxes are not being used all over the forest to provide nest ÆÆMelbourne Zoo. hollows for the possums. ÆÆLeadbeater’s Possum illustration by John Las Gourgues. 6. List as many benefits as you can of the Central Highlands forests. Which activities do you think are compatible? Which activities are essential, which are optional? See Also (E.g. benefits include timber source, Leadbeater’s Possum habitat, recreation venue, water catchment.) Activity 24: Mission Impossible. 7. Explain the reasoning behind this statement from the Action Statement for Leadbeater’s Possum: “Management for the conservation of Leadbeater’s Possum will continue to be based on a combination of habitat protection and habitat development.” 8. Is a reserve that is set aside in the 1990s with suitable habitat for Leadbeater’s Possum still likely to be a suitable reserve in 2050? 2099? Explain.

Ecology Leadbeater’s Possum. Endangered Species. The Leadbeater’s Possum occurs only in Victoria and is one of State’s faunal emblems. It measures about 35 cm from its nose Wet Forest Ecosystem. to the tip of its furry “baseball bat” tail which is about half of its total length. It is a superb gymnast and can move with lightening speed. Leadbeater’s Possums live in family groups of up to eight individuals. By day they huddle tightly together in one of their nests in a tree hollow. They emerge at dusk to search for tree crickets and other invertebrates, wattle gum and the sweet sugary sap of eucalypt leaves. Leadbeater’s Possums need habitat with lots of old trees with hollows to nest in, and an understorey of wattles for food. Their habitat is usually forest of Mountain Ash, Eucalyptus regnans (the tallest flowering plant in the world), Alpine Ash, Eucalyptus delegatensis, or Shining Gum, Eucalyptus nitens.

Food and Shelter

Zoologists have found the highest population densities of Leadbeater’s Possum in regrowth forest that is 15–50 years old and has: ÆÆmore than six nest trees per 3 ha (i.e. old trees with hollows); ÆÆa dense wattle understorey.

Threats

Because of widespread loss of forests through past timber harvesting, burning and clearing, and the fact that none had been seen for more than 50 years, this small possum was thought to be extinct. But in 1961 a small colony was found near Marysville when two animals were spotlighted by field naturalists. Since then, it has been seen at many forest sites in the Central Highlands of Victoria. Over the last 60 years these forest sites have changed (by fire, ageing of the forest or timber harvesting) and so the possum no longer lives in all of its former locations. Trees take 120 years to develop hollows. They then provide nest sites for Leadbeater’s Possums until long after they mature at 250 years. The 1939 bushfires wiped out 80% of the possum’s Mountain Ash habitat. At present, Leadbeater’s Possums nest in the dead trees that are still standing after these fires, but these dead nest trees will probably fall over from natural decay in the next 50 years. Based on findings that habitat in the 1939 regrowth forests are being reduced by some timber harvesting operations or by natural decay more rapidly than new hollows are being produced, zoologists have predicted large declines in the Leadbeater’s Possum population over the next fifty years. This means that from about 2020 to 2075 there will be limited areas of suitable habitat for Leadbeater’s Possum. Threats to their survival will increase during that period

Leadbeater’s Possum Habitat. Activity #23 Research Findings

Managing for Timber and Possums A New Approach

Leadbeater’s Possum’s prime habitat is also prime forest for timber Conducting field surveys to search for Leadbeater’s Possums production. This is why the Department of Sustainability and is time consuming, costly, and does not necessarily find all Environment (DSE) has a management plan in place to conserve the populations. To try to find a more efficient and effective Leadbeater’s Possum habitat while also allowing timber harvesting conservation management program, the Department has used to continue. past knowledge gathered from Leadbeater’s Possum surveys to understand what is their prime habitat (i.e. what type of habitat The current system for harvesting and regenerating Mountain and most possums were found in). The Department’s approach has Alpine Ash forests is clearfelling coupes less than 40 hectares. been to conserve this type of habitat, rather than protect survey After harvesting and burning, only a few large dead and live old locations where the possum has previously been found. trees are left standing. This is a simple and comparatively safe method for timber harvesting but it presents some problems for the conservation of animals that depend on hollows. Firstly, the old trees left standing may soon get blown over because they are What is Being Done more exposed. Secondly, the current timber management system works on an 80 year rotation term, which is not long enough for DSE now has a management plan in place that attempts to the regrowth trees to develop hollows. conserve the possum while also allowing timber harvsting to continue. The 1998 Central Highlands Forest Management Plan The management challenge for DSE has been to develop a protects Leadbeater’s Possum habitat across the forest by: strategy for the conservation of Leadbeater’s Possum yet meet community demand for timber. (See Maps 1 and 2.) ÆÆprotecting high quality habitat patches large enough to maintain small populations; ÆÆspreading patches across the forest so that wildfires are less Conservation Measures likely to burn them all at once.

Leadbeater’s Possum is listed as Threatened under the Flora and Fauna Guarantee Act 1988. Its Action Statement lists the To conserve the possum, the Forest Management Plan aims to: major conservation objectives for the long term survival of the ÆÆProtect existing trees with hollows; Leadbeater’s Possum as: ÆÆManage regrowth forest to: ÆÆIdentifying and taking measures to protect all areas of prime habitat and potentially prime habitat; – allow enough new nest trees to develop ÆÆDeveloping and applying strategies for the development of – make sure there is always enough feeding areas and dense habitat for the future; understorey. ÆÆDeveloping alternative forestry management; practices that allow for Leadbeater’s Possum habitat to be maintained and still allow for timber harvesting on an economic basis; Much of the possum’s current remaining habitat is protected within the new Yarra Ranges National Park. This park was ÆÆConducting research, especially to find out more about the declared in 1995 to protect old-growth forests for animals such risk of wildfire to the possum’s populations, and to better as the Leadbeater’s Possum. However the challenge is to plan for understand the ability of the possum to disperse and establish continued habitat development. in new areas (recolonise); Healesville Sanctuary and Melbourne Zoo have established ÆÆMaintaining a captive breeding program for research and breeding programs for Leadbeater’s Possum. education purposes. Activity #23 Map 1: Leadbeater’s Possum Range Map

Distribution Range of Zone 1A: Protected from timber Leadbeater’s Possum harvesting for the conservation of Leadbeater’s Possum and other wildlife. Contains Ash Forest over 120 years old and regrowth Ash Forest with 12 or more live hollow- bearing trees per ha. The Minimum protected patch size is 3 ha. Activity #23 Map 2: Management Zones Map

State Forest National Park and Reserves Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Mission Impossible Materials ÆÆResearch Findings from Activity 23; 24 This exercise involves developing a conservation plan that addresses forest management and habitat issues ÆÆMission Instructions; for Leadbeater’s Possum. Suited to group work ÆÆLeadbeater’s Possum Habitat Map 1997; ÆÆProposed 2050 Leadbeater’s Possum Habitat Map

Advance Preparation The Mission ÆÆCopy the Research Findings and maps for small group work. Your mission, should you choose to accept it, is to maintain Leadbeater’s Possum to the Year 2050 and beyond. You and your team will be provided with the latest research. Acknowledgement You will undertake the role of forest planner and in that role you will need to determine which activities can occur ÆÆActivity adapted from Forest Education Project materials: in an area of forest where the endangered Leadbeater’s Spotlight on the Forest: Leadbeaters Possum. NRE. 1998. Possums have been spotted. Good Luck! ÆÆLeadbeater’s Possum illustration by John Las Gourgues. Case Background

A population of Leadbeater’s Possum’s has been spotted in a small area of State Forest north of the Central Highlands. A small scientific research team has identified 4 separate colonies. Each colony contains 6–8 Leadbeater’s Possums. Currently the area is harvested by a company that employs five staff and the logs are delivered to a mill which employs another ten staff. The timber is of high quality and used for flooring, panelling and furniture. These operations are important for the local economy. Recreation activities in the area include bushwalking, trail bike riding, car rallies and horse riding. Local conservation groups are concerned that the Leadbeater’s Possums may be under threat unless immediate management actions are taken. The forest is mainly regrowth forest which has developed after the 1939 bushfires. A number of dead hollow bearing trees are scattered throughout the area. These are expected to collapse during the next 30–50 years due to The Department of Sustainability and Environment has natural decay. developed three forest management zones for State Forest 2050: The future for Leadbeater’s Possum areas: By the year 2050 any 1939 regrowth forest not harvested ÆÆSpecial Protection Zone (SPZ) will be just over 110 years old. The trees can live for over Will be managed for conservation. Timber harvesting 400 years. Many of today’s dead hollow-bearing trees will will be excluded. have collapsed due to natural decay well before 2050. ÆÆSpecial Management Zone (SMZ) Will be managed to conserve specific features while catering for timber production under certain conditions. ÆÆGeneral Management Zone (GMZ) Will be managed for a range of uses, with timber production being the major use.

Read the Research Findings then work in groups of about three to complete the following report. The Present Refer to the 1997 Leadbeater’s Possum habitat map. The Leadbeater’s Possum habitat map is divided into grid areas which have been identified by letters of the alphabet (A–L). The decisions you make in Questions 1 and 2 will help determine whether these Leadbeater’s Possum populations and their habitat survive to 2050 and beyond.

1a. Tick the box(es) to show which areas you would classify as Special Protection Zones. A B C D E F G H I J K L 1b. Explain your decisions.

2a. Tick the box(es) to show which areas you would classify as General Management Zones. A B C D E F G H I J K L 2b. Explain your decisions.

3a. Are there any areas you have not classified as Special Protection Zone or General Management Zone? Yes No 3b. If yes, explain why you have not included these areas.

3c. What category could these areas be placed into?

4a. Which recreational activities would you allow to continue in the area? bushwalking car rally horse riding trail bike riding 4b. Explain your decisions.

The Future Refer to the Proposed 2050 Leadbeater’s Possum habitat map.

5a. Taking into account your previous decisions, use the symbol  to mark onto the Proposed 2050 Leadbeater’s Possum habitat map where you would expect to find hollow bearing trees in the Year 2050.

5b. Compare the number of hollow bearing trees from the 1997 map to the 2050 map. Explain the differences.

5c. Again taking into account your previous decisions, use the symbol  to mark onto the Proposed 2050. Leadbeater’s Possum habitat map areas that will have hollow bearing tree potential in the next 10 –50 years.

5d. Tick the box(es) to show which areas may have hollow bearing potential in the 10 – 50 years from 2050. A B C D E F G H I J K L 6a. State two management actions that could be undertaken to overcome the predicted hollow bearing shortage in the Year 2050.

6b. What are the advantages and disadvantages of these two management actions?

Conclusion 7. Write a paragraph, on a separate page, to outline the status of the four Leadbeater’s Possum population in this forest in the Year 2050. Activity #24 Leadbeater’s Possum Habitat Map 1997

A B C

D E F

G H I

J K L

1997 Leadbeater’s Possum Habitat Map

creek Habitat trees remaining dead hollow bearing trea main road after harvesting 120 year old forest minor road walking track (also used by trail 1939 regrowth forest Leadbeater’s bike riders and horse riders) Possum colony Activity #24 Leadbeater’s Possum Habitat Map 2050

A B C

D E F

G H I

J K L

creek

main road walking track (also used by trail bike riders and horse riders) minor road

Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet

5. Suggest reasons why the New Holland Mouse appears New Holland Mouse to have become locally extinct from Reeves Beach and Mullundung State Forest. 25 This case study looks at a heathland species. Issues include managing small isolated animal populations, 6. Research the field techniques mentioned in the Background Note: trapping, hair-tube sampling, scat analysis. Why are using fire as a management tool and controlling these techniques used? introduced predators. 7. Explain the links between European settlement of Victoria and the decline of the New Holland Mouse (what effects have people had on where it lives). Materials (Coastal areas have been extensively settled; heathland burning patterns have changed; introduced predators.) ÆÆNew Holland Mouse Background Note; 8. Compare the breeding strategy of the New Holland Mouse ÆÆNew Holland Mouse Trapping Records and Key with that of the Southern Right Whale and the House Dates; Mouse. What implications does a species’ breeding strategy or rate have for conservation programs? ÆÆPre-1750 and current Vegetation Maps; (New Holland Mouse is a more rapid breeder and produces ÆÆAtlas or map of Victoria; larger litters than does the Southern Right Whale which ÆÆColoured pens/pencils; breeds slowly and produces only one young every three years. The House Mouse is a more prolific breeder than ÆÆTeachers Reference: New Holland Mouse Action New Holland Mouse. Species with low breeding rates take Statement. longer to recover their numbers after a population decline and so are also more vulnerable to other impacts during that time.) Advance Preparation 9. Describe a likely outcome if there is an increase in Cat numbers in a town with a small reserve containing a 1. Copy Background Note, Trapping Records and Key Dates population of New Holland Mouse. Outline some actions handouts for students. that could help protect this New Holland Mouse population. Activities (The loss of one or two New Holland Mouse females in a small, isolated reserve can lead to local extinction. Actions 1. Distribute the handouts for students to read and complete should include a public awareness program to inform the following tasks. citizens of the rare native mouse at their doorstep and ways to keep domestic cats out of the reserve. Since the threat is 2. Zoologists have been conducting trapping surveys for the urgent, some speedier solutions are also needed to protect New Holland Mouse since 1970. The Background Note the New Holland Mouse). shows the trapping records for different sites and times. Use an atlas or road map to find the location of the trapping 10. Investigate the feasibility of re-introducing the New Holland sites. Label the sites marked on the New Holland Mouse Mouse to new sites. What features should the site have? distribution map. (Heathland vegetation that is the right age. The site should Referring to these trapping records, use different coloured be within the New Holland Mouse original distribution pencils and mark the distribution map on the background range and be protected from cats and dogs and further information sheet to highlight: habitat loss.) ÆÆSites where New Holland Mouse still occurs (one 11. Investigate whether the Royal Botanic Gardens, Cranbourne colour); would be a suitable relocation site for the New Holland Mouse. What limitations if any might there be? Suggest ÆÆSites where New Holland Mouse appears to have reasons why the New Holland Mouse seems to have become locally extinct (different colour). disappeared from Cranbourne and why populations do not 3. Find these trapping locations on the Pre 1750 and current appear to have re-established there. Vegetation Maps. Note the type of vegetation that occurred in around each of these locations in the 1750s. How much Acknowledgement of this vegetation still occurs in these locations? ÆÆJohn Seebeck, DSE. 4. Using the Trapping Records and the vegetation maps, suggest reasons why the New Holland Mouse appears to ÆÆBarbara Wilson, Deakin University. have become locally extinct from the Mornington Peninsula. ÆÆTerry Coates, Cranbourne Botanic Gardens. ÆÆNew Holland Mouse Action Statement.

Ecology

The New Holland Mouse lives in dry coastal heath-lands, heathy woodland, open forest and vegetated sand dunes in Victoria, NSW, Queensland and Tasmania. During the day they shelter in deep burrows; at night they feed on fungi, insects and a wide variety of seeds and other plant material. They look similar to a House Mouse. The New Holland Mouse has the potential to build up their numbers fairly quickly compared to some other species. In Victoria, during a year when conditions are good for them, a female New Holland Mouse can produce one to two litters of one to six young. Females can breed in their first year and can live for up to three years in captivity (it is not known how long they live in the wild). This native mouse appears to prefer regenerating heathland vegetation. This is usually low, dense heathland that is older than two years or so after fire but is not yet mature and tall with a dense canopy. However some surveys have also found the mouse in old heathland. This suggests that New Holland Mouse populations rise to a peak in young heathland, decline while the heathland is middle-aged, then build up again in numbers after the heathland reaches old age (over a 25–30 years or more cycle). More studies are currently being conducted to investigate this puzzling relationship between heathland age and New Holland Mouse numbers.

New Holland Mouse. Why Is It a Threatened Species? Endangered Species. Heathland Ecosystem. ÆÆThe New Holland Mouse has a restricted range and occurs in widely separated populations. What Is Being Done? ÆÆIts populations are small. A local catastrophe such as a fire or large numbers of foxes and feral cats could wipe out that The New Holland Mouse is listed as Endangered under the Flora population. and Fauna Guarantee Act 1988. The New Holland Mouse Action Plan (1996) lists the major conservation objectives as: ÆÆIts habitat is being altered and lost. This was probably firstly because of past clearing for agriculture but is now mainly ÆÆPreventing further reduction in their numbers; because its habitat is isolated and fragmented, and is being ÆÆRestoring the distribution range of the species to its pre- burnt too often or not often enough. European settlement distribution range. Actions so far include: The New Holland Mouse is now extinct from many small isolated reserves that supported the species until quite recently. ÆÆPopulation monitoring at Providence Ponds, Gippsland Lakes Coastal Park, Dutson Downs, Anglesea, and Wilson’s Promontory; ÆÆSurveying for potential new sites and resurveying of former sites; ÆÆPreparing management plans, especially for the main sites, particularly with respect to control (prescribed) burning schedules; ÆÆMonitoring New Holland Mouse population recovery after experimental ‘ecological’ burns; ÆÆProtecting habitat at key sites by controlling fire, clearing, predation, inappropriate uses, and weeds; ÆÆDevising habitat restoration techniques; ÆÆPublic education, especially at sites at risk from cats and dogs; ÆÆA captive breeding program is underway, aiming to release the captive-bred New Holland Mouse into suitable habitat such as Anglesea’s heathlands. Activity #25 New Holland Mouse Background Note

Key Dates

1970 First discovery of New Holland Mouse in Victoria. 1980s Research on New Holland Mouse at Deakin University. 1993 Surveys by Deakin University. Discovery of large numbers of New Holland Mouse at Wilsons Promontory. 1995 State Recovery Team established for New Holland Mouse. 1996 Action Statement for New Holland Mouse published by the State Conservation department. 1997/8 Captive colony of New Holland Mouse established at Deakin University. 1999 Enhanced colony of New Holland Mouse established at Melbourne Zoo.

New Holland Mouse Locations. Source: DSE, Atlas of Victorian Wildlife

Trapping Records

✓ = trapping occurred and New Holland Mouse found. ✗ = trapping occurred and New Holland Mouse not found.

Trapping dates 70 72 73 76 77 78 79 80 81 82 83 90 91 92 93 94 95 96 97 98

Providence Ponds (near Sale) ✓ ✓ ✓ ✓ ✓ ✓

Gippsland Lakes Coastal Park ✓ ✓ ✓ ✓ ✓

Anglesea ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

Wilson’s Promontory ✓ ✓ ✓ ✓

Cranbourne ✓ ✓ ✓ ✗ ✗ ✗ ✗ ✗ ✗ ✗ ✗ ✗

Tyabb ✓ ✓

Langwarrin Flora & Fauna Reserve ✓ ✗

Reeves Beach ✓ ✓ ✗

Mullundung State Forest ✓ ✓ ✗

Notes to trapping records These records do not cover all the trapping programs conducted over this time but they are representive of the results. Anglesea: This site has had the most extensive monitoring of New Holland Mouse populations. Tyabb (Mornington Peninsula): The site is private property. The heathland vegetation was old in 1970. Langwarrin Flora & Fauna Reserve (Mornington Peninsula): Extensive recent trapping has found no New Holland Mouse. Reserve now has only small, aged patches of heathland. Reeves Beach (Nooramunga Marine & Coastal Park, Corner Inlet): Trapping since 1991 has found no New Holland Mouse. The vegetation appears disturbed. Mullundung State Forest (near Yarram): Trapping since 1993 has found no NHM. The heath has been unburnt for more than 10 years. Wilsons Promontory: Now known from an extensive area of Yanakie but no longer present at original collection sites, which were in old heathland. Further studies are about to be undertaken here as so far there is not a clear picture of New Holland Mouse numbers and habitat links at Wilsons Promontory and surrounds. Cranbourne Botanic Gardens: At Cranbourne Botanic Gardens, the remnant heathland vegetation is now being managed for biodiversity conservation of heathland dependant species such as birds, the New Holland Mouse and Southern Brown Bandicoot. Their management program involves burning sections of the heathland at different times to maintain a mosaic of heathland vegetation of different ages. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet

Regent Honeyeater Materials 26 This management case study illustrates a team effort ÆÆPre-settlement and present vegetation maps; and national approach to the conservation of a highly ÆÆA Team Effort: Regent Honeyeater Recovery mobile species in a woodland habitat that has been Effort; greatly reduced in area. Suited to group work. ÆÆRegent Honeyeater Background Note; ÆÆWhere the Regents Roam Newsletter extracts; Advance Preparation ÆÆTeachers Reference: Regent Honeyeater Action Statement ÆÆCopy Background Note and newsletter extracts for small group work. 8. Why is Regent Honeyeater conservation so dependant on community and private landowners’ involvement? Activities (Most of their remaining habitat is on private land.) 9. What extra difficulties face conservation programs for Map work species that are highly mobile and migratory. 1. Compare pre-settlement and present maps to graphically Personal accounts compare vegetation changes around the Benalla to Wodonga area over this time. Scientists use records from the past to study changes in animal populations. The techniques used include field surveys such as (By 1987 there is an almost total loss of Plains Grassy trapping and counting. One of the techniques used for Regent Woodland and Box-Ironbark Forest) Honeyeaters was to look through journals and other written 2. Look at the map of past and present distribution of Regent records for information on Regent Honeyeater numbers and Honeyeaters. Suggest one reason why Regent Honeyeaters observations over time. Historic records such as observations are endangered. allow past distribution maps to be compiled. Students read the Background Note and newsletter extracts Read quotes from ‘Where the Regents Roam’ newsletter. (and visit websites) to answer the following: 10. What conclusion about Regent Honeyeater numbers would 3. Where do Regent Honeyeaters breed in Victoria? you draw from these quotes? Find this location on a map of Victoria. (The Regent Honeyeater was a conspicuous, and at times, (Only in the Chiltern area at present.) common visitor to many areas.) 4. Why should conservation efforts for the Regent Honeyeater 11. What kind and number of sighting records about Regent target the Grassy Woodlands and Box-Ironbark trees of Honeyeater do you think scientists might have 50 years north-east Victoria? from now? (Records show they are breeding at these sites.) (There will be much more data since an annual monitoring program for the bird has been in place since 1994. These 5. Why is it important to protect and restore Mugga Ironbark, surveys record when, where and if the bird was seen, and White Box, Yellow Box and Yellow Gum trees and how many. New technologies such as radio tracking will woodlands? also provide a new means of collecting data.) (The are key eucalypts for Regent Honeyeaters to feed in.) As a class 6. Discuss the following: Regent Honeyeaters do not seem to like National Parks. (Very little Grassy Woodland and few mature Box-Ironbark trees occurs in Victorian National Parks. Chiltern National Park was proclaimed in 1998). Refer to A Team Effort handout. 7. List the main tasks of the Regent Honeyeater Recovery Program. Explain the need for and list the benefits of a team effort for conserving the Regent Honeyeater. (Eg. The honeyeater occurs in three States and the ACT.)

Field observations See Also Refer to the Table: Food for Regent Honeyeaters. ÆÆActivity 17: Helping Ourselves, Lurg Regent Honeyeater Project 12. Use plant field guides to find photographs or illustrations of article. the plants listed in the Table. 13. What conclusions can you draw about what the Regent Acknowledgement Honeyeater needs. ÆÆDavid Geering. (They feed in a range of plants and eat insects and insect by- products as well as nectar. While they particularly need Mugga References Ironbark, they rely on a range of plants for their food.) ÆÆRegent Honeyeater Action Statement. 14. Suggest why it was necessary to collect this data. (Prior to 1994 not much was known of the ecology of the Regent Honeyeater. These field observation provided data about what the birds eat.)

The Regent Honeyeater Recovery Effort Department of Natural Environment Australia Resources and (supplied funding) Environment (NRE Vic) Museum Victoria

NSW National LaTrobe University Specialist Land Recovery Team Parks Wildlife School of Zoology Advice (program direction) Management Service University of New The Recovery Team meets and Habitat quarterly to make sure England Department Protection that the objectives Greening of Zoology of the program are and Australia being addressed and Restoration to evaluate progress. Zoological Parks State Forests of NSW Board of NSW

NSW Department of Land and Water Captive Management Program Coordination Conservation (develop captive breeding (Flora and Fauna, NRE Vic) techniques in case of A full-time coordinator helps implement dramatic population the plan and liaises with all the groups decline in the wild) involved in the recovery program. Community Education Threatened Population Species Monitoring Network Operations Groups e.g. Friends of Chiltern Park Birds Australia The Operations Groups, mainly volunteers from the community, assist the recovery program at the main Regent Honeyeater sites. Activity #26 Regent Honeyeater Background Note

The Regent Honeyeater is an endangered bird that feeds on nectar Threats and insects. Its distribution range has shrunk and its population numbers have been markedly reduced. In Victoria, Regent The main issues are: Honeyeater numbers are down to fewer than two hundred birds. ÆÆPast habitat clearance for agriculture. ÆÆPast harvesting of Box-Ironbark woodlands. One of the conservation issues for this species is that the bird prefers mature trees and it will take many years for newly planted ones to reach maturity. This means it is particularly important to protect existing mature trees. Native vegetation communities on more fertile soils are now particularly rare because, being on fertile soil, they have been cleared for agriculture. Much of the Grassy Woodland areas of Victoria would have been cleared last century before any National Park reserves were established. As a result, very little of this habitat is protected in National Parks. Most Grassy Wood-land remnants in Victoria are very small and are on private property. Remnants of this vegetation on private land are not being replaced by young trees. Past land management practices have changed Box-Ironbark woodlands from having mature and old trees to being dense regrowth forests of young trees which produce comparatively little nectar. It takes over 50 years for Box-Ironbark trees to become mature. Actions So Far

A Regent Honeyeater Recovery Team was set up in 1994 after it was found that Regent Honeyeater numbers were drastically Regent Honeyeater distribution declining. More knowledge needed to be gained on the ecology, breeding and migratory movements of this species so that suitable Ecology conservation efforts could be conducted. The Regent Honeyeater Recovery Team has prepared a Regent Until recently not much was known about the ecology of Regent Honeyeater Recovery Plan which has identified the main Honeyeaters. One of the first steps in their conservation was to conservation actions needed. find out more about them. In Victoria, conservation efforts are being targeted on the areas Knowledge gained so far: where observers have recorded Regent Honeyeater breeding. The ÆÆRegent Honeyeaters are very mobile and rarely stay in one main area is around Chiltern in north-east Victoria. place for very long, except when breeding. The main tasks of the Regent Honeyeater Recovery Team are to: ÆÆThe birds prefer to breed in areas with very large old trees ÆÆMonitor Regent Honeyeater populations; because these trees produce lots of high quality nectar and have plenty of insects. ÆÆManage land to protect Regent Honeyeater habitat; ÆÆThe best habitat for Regent Honeyeaters was Grassy ÆÆConduct community education; Woodlands, but this vegetation type has been largely cleared. ÆÆConduct a captive breeding program; Today, these honeyeaters generally occur in Box-Ironbark woodlands. ÆÆSeek specialist advice to help with the above. There are still gaps in our knowledge. The birds seem to A number of Operations Groups in Victoria and NSW help with ‘disappear’ at some times of the year and we do not yet know the first three tasks. where they go. Activity #26 Newsletter of the Regent Honeyeater Recovery Effort

Graphics by Gavin Gatenby, NSW NPWS, 1994 The Way it Was

I met with it (the Regent Honeyeater) in great abundance An extract from ‘The Birds of Bendigo’ (compiled by the Bendigo among the brushes of New South Wales… I have occasionally Field Naturalists Club Inc., 1991) documents: seen flocks of from fifty to a hundred in number, passing from Regent Honeyeater: They are very rare nowadays, occasionally tree to tree as if engaged in a partial migration from one part turning up in our area in ones and twos where eucalypts of the country to another, or in search of a more abundant (especially mature) are flowering freely ... Until the mid-1950s, supply of food. flocks were a common sight in Bendigo’s urban flowering So related John Gould (The Goulds in the Hunter Region of NSW eucalypts, being at times the most abundant honeyeaters 1839–1840 by G. & J. Albrecht. 1992. Naturae 2, Pp. 15). there. Chance encounters with a rare bird? Or was this experience In southern NSW we have the luxury of a first hand account of the by one of most noted ornithologists [bird watcher] to work in decline of the Regent Honeyeater at Koorawatha, south of Cowra. Australia not all that unusual? Ross McInerney, who has lived in the district all of his 80 years, recalls Further south at Western Port, Victoria the memoirs of the Lyall family who lived at Harewood from 1853 to 1967 (courtesy the Regent Honeyeaters used to come in the thousands and Patricia MacWhirter) record: they sounded like a chorus of silver bells, and drowned out the bells on the horses. The wood-paddock, within sight of ‘Harewood’ house, still contain many varieties of birds. In the Spring the Whip-bird’s The last large flock was seen in 1954. Since then only small groups resonant crack and the immediate response of his mate, have been seen with the last birds being four or five in the early indicated that a nest might be found in the adjacent scrub. 1990s. The Regent Honey-eaters were observed near their nests and Regent Honeyeaters have now completely disappeared from South with their beautiful gold and black plumage made brilliant Australia and western Victoria with the range contraction thought flashes of colour as they flew among the sweet-scented to be still occurring. manna-gums. Numerous, also, were the white-eared and singing varieties of the Honey-eaters, while Black and White, and also Scarlet-breasted robins were often seen. The bronze- Extracts from wing pigeons are common and the Spur-winged Plover ‘Where the Regents Roam’, newsletter of the frequently call from the sand-rises. Quail are plentiful. Regent Honeyeater Recovery Program The ‘wood-paddock’ referred to is where Tooradin airfield now stands. Regent Honeyeaters have not been recorded in the Western Port area for decades. Activity #26 Food for Regent Honeyeaters

Plant Species which Provide Food for Regent Honeyeaters

Records collected during 1994–97 have shown that nectar from Mugga Ironbark is the most common food item eaten by Regent Honeyeaters. The following table lists the plants that were visited by Regent Honeyeaters and the type of food collected.

Plant Species Common Name Type of Food

Eucalyptus sideroxylon Mugga Ironbark nectar, lerp, manna, insects

Eucalyptus melliodora Yellow Box nectar, lerp, insects

Eucalyptus moluccana Grey Box nectar, lerp, insects

Eucalyptus blakely Blakely’s Red Gum nectar, lerp, insects

Eucalyptus prava Orange Gum nectar, lerp, insects

Eucalyptus viminalis Manna/Ribbon Gum nectar, lerp, insects

Eucalyptus muellerana Yellow Stringybark nectar, lerps, insects

Eucalyptus caliginosa New England Stringybark nectar, lerp, insects

Eucalyptus andrewsii New England Blackbutt nectar, lerp, insects

Eucalyptus dealbata Hilltop Red Gum lerp, insects

Eucalyptus caleyi Caley’s Ironbark lerp, insects

Eucalyptus biturbinata Grey Gum lerp, insects

Eucalyptus crebra Narrow-leaf Ironbark lerp, insects

Eucalyptus camaldulensis River Red Gum lerp, insects

Eucalyptus tereticornis Forest Red Gum lerp, insects

Eucalyptus mckieana McKie’s Stringybark nectar

Amyema miquelii Box Mistletoe nectar

Amyema miraculosum Fleshy Mistletoe nectar

Amyema cambagei Needle-leaf Mistletoe nectar, lerp, insects

Brachychiton populneum Kurrajong honeydew

Angophora floribunda Rough-barked Apple lerp, honeydew, insects

Angophora costata Narrow-leaved Apple lerp, honeydew, insects

Notolaea microcarpa Mock Olive lerp, insects

Casuarina cunninghamiana River Sheoak insects, sap

Acacia dealbata Silver Wattle insects

Cassinia arctuata Saffron Bush insects

Bursaria spinosa Sweet Bursaria insects

Leucopogon species Beard-heath fruit

Data from over 260 hours of observation of Regent Honeyeaters between 1994 and 1997 by zoologist Damon Oliver during his PhD study. Friends of Chiltern Park*

The Friends of Chiltern Park was formed in 1993 and currently has 80 members with a basic working group of 20 people. Meetings are held monthly in the park. The group caters for all ages and interests. * The Friends of Chiltern Park are one of the Operations Groups assisting with the Regent Honeyeater’s Recovery Program. Extracts from ‘Where the Regents Roam’, the newsletter of the Regent Honeyeater Recovery Program Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Southern Right Whale Activities 1. Distribute the handouts to small group for students to 27 This activity looks at a spectacular large migratory complete the following tasks. mammal that inhabits the Southern Ocean. These magnificent creatures were hunted almost to Port Phillip Bay Case Study extinction. Now, with the assistance of international, 2. Create a blank map of Port Phillip Bay. Mark in all the national and local agreements, organisations and landbased locations and all the whale sightings locations communities, the Southern Right Whale is slowly mentioned in the Scientific Report. What does the report increasing in numbers. Suited to group work. tell you about the whale? What does it convey about public interest in whales? Logan’s Beach Map and Case Study Materials 3. Locate Warrnambool and Logan’s Beach on a regional map of the area. Suggest what it is about Logan’s Beach that ÆÆSouthern Right Whale Background Note; appeals to Southern Right Whales. ÆÆMap of Port Phillip Bay; 4. What impacts do Southern Right Whales have on the ÆÆPort Phillip Bay Whale – Scientific Report; township of Warrnambool? What facilities have been provided for whale watchers at Logan’s Beach? Why? ÆÆLogan’s Beach Case Study; 5. What impacts can whale watchers potentially have on the ÆÆRegional map of Warrnambool area; whales at Logan’s Beach? What other potential impacts ÆÆTeachers Reference: Southern Right Whale Action apart from visitors could affect the whales? Where Statement appropriate, highlight or mark these on the Logan’s Beach Map. 6. Explain how a No Go Fishing Zone at Logan’s Beach could Background help the whales. 7. What other actions are being taken at Logan’s Beach in This case study examines the appeal of whales to many people connection with the whales? Explain how it would reduce and the impact on the economy of whale watching ecotourism. real or potential impacts on the visiting whales. The first example illustrates the response when one Southern 8. What other actions are being taken, or could be taken, to Right Whale made an unusual visit to Port Phillip Bay in 1998. help protect whales in Victoria’s waters. Explain how each Records in the database Atlas of Victorian Wildlife reveal there action would help protect whales, whale watchers or the have been visits by Southern Right Whales to Port Phillip Bay in economy. August 1977, July 1988, May 1989 and August 1992. The second example investigates Logan’s Beach, near Acknowledgement Warrnambool, where these whales are regular visitors and ÆÆDianne Marshall, John Seebeck, DSE. whale watching boosts the city’s economy by $2 – 2.5 million per season. Warrnambool City Council is a member of a team ÆÆWarrnambool City Council, Visitor Information. working to help protect the whales during their stay at Logan’s ÆÆSouthern Right Whale illustration by Ian Dickinson, Beach. reproduced with permission from Whales and Dolphins of A properly managed whale watching experience can benefit Western Australia, published by the W.A. Department of the tourism industry and economy of Warrnambool, while Conservation and Land Management. raising awareness and understanding of whale conservation. Boating needs to be regulated in the Code of Practice as Reference boating may be hazardous to whales. ÆÆSouthern Right Whale Action Statement Advance Preparation

ÆÆCopy the required handouts for small group or individual work.

One of a group of the largest mammals on earth, the Southern Southern Right Whale. Right Whale is a member of the family of baleen whales found in Endangered Species. the Southern Hemisphere. Whales are either toothed, which feed on squid, fish and occasionally marine mammals, or baleen, which Marine Ecosystem. sieve plankton from the water. The species is long-lived, with a probable life span of up to 50 years. Adult Southern Right Whale weigh about 50 tonnes and are 16m in length; males are usually slightly smaller than females. This species is unique in having horny growths of skin – callosities – on the head, chin and sometimes on the top edge of the lower jaw. Researchers can use patterns formed by the callosities, as well as any distinctive body marks, to identify individuals, and to describe their movements and behaviour. Like all cetaceans (whales and dolphins), Southern Right Whales are extremely sensitive to sounds below and above the water surface, relying on their acute acoustic sense to monitor their environment. Aboriginal people did not actively hunt cetaceans but used stranded whales for food. A stranded whale was an occasion for feasting and celebration. Southern Right Whales were hunted to near extinction by the whaling industry between the early 1800s and the 1950s. Early whalers called this whale ‘right’ because it was easy to catch with harpoons, moved slowly, floated when dead and produced large amounts of oil. As a result of being protected by international agreements since 1935, numbers are now slowly increasing. Because of its low world numbers – current estimates are 2,000–3,000 – the Southern Right Whale is protected throughout its range by international agreement and is considered Endangered by the Victorian Government. Diet

Southern Right Whales feed on swarms of small plankton, using their specialised plates of baleen on the sides of the upper jaw to Distribution strain food skimmed from the ocean surface. Most feeding occurs Southern Right Whales inhabit marine environments between in the area between 400S and 600S in the Southern Ocean in 30°S and 60°S. They migrate each year between their cold water summer. They occasionally feed on krill. Southern Right Whales summer feeding grounds in the Southern Ocean and favoured appear not to feed during their over-wintering visit to Australian warmer water winter breeding areas along the coasts of South coastal waters, which means females fast for at least four months Africa, South America, Australia and New Zealand. In Australia while giving birth to and nursing their calves. the whales occur between May and November along the southern coast from Perth to Sydney and in Tasmanian waters. Between 500 and 800 animals visit this region in winter but only in small groups Breeding or as individuals. In Victoria they have been sighted all along the coast, but most frequently at their favoured breeding site near Southern Right Whales mate and calve during winter. On average, Warrnambool. females calve once every three years. They return to favoured breeding areas along the southern Australian coastline in winter in peak condition and give birth to a single calf near the surf line in shallow, sheltered bays. The calves grow quickly, putting on a thick layer of blubber for the return journey south with their mothers in spring. In Victoria the favoured calving and nursery site is the Recorded Sightings in Victoria. Logan’s Beach area near Warrnambool. (Source: NRE Atlas of Victorian Wildlife) Activity #27 Southern Right Whale Background Note

Threats Who is Involved?

ÆÆCommercial fishing and recreational boating activity, ÆÆUnited Nations – International Whaling Commission. particularly whale-watching and low-flying aircraft for sight- ÆÆFederal Government: Environment Australia – Endangered seeing and helicopters for news filming, swimmers and divers. Species Unit. ÆÆEntanglement in fishing gear such as long nets, trailing ropes ÆÆState Governments: WA, SA., Vic, Tas. or tethered buoys. ÆÆResearchers at universities such as University of Sydney. ÆÆPollution by plastic waste, oil spills, dumping of industrial waste and untreated sewage in waterways and the sea, and ÆÆAustralian Conservation Foundation. eroded soil. ÆÆField Naturalists Club of Victoria (Marine Studies Group). ÆÆCoastal industrial activity such as shipping noise, seismic ÆÆMuseums – Victoria, South Australia, and Western Australia. exploration, hazard removal and military testing which produce loud and continuous under-water sounds. ÆÆCity of Warrnambool, Towns of Port Fairy and Portland. ÆÆCollision with large vessels in shipping lanes and on shipping ÆÆWarrnambool Professional Fisherman’s Association. routes. ÆÆFriends of the Southern Right Whale. ÆÆWarneke Marine Mammal Services. What is Being Done?

ÆÆFederal and State laws control the approach by boats and aircraft to whales. Victorian regulations require that boats and jet skis must not approach a whale or dolphin closer than 100m, drop anchor within 300m or move between a mother and her calf. Aircraft must not fly within 300m of a whale or dolphin and swimmers must not approach closer than 30m. ÆÆLogan’s Beach near Warrnambool has been declared as an Area of Special Interest for land-based whale watching by Environment Australia, the Federal Conservation Department. ÆÆThe City of Warrnambool and the Victorian Department of Sustainability and Environment (DSE) have provided viewing facilities and educational material for the public at Logan’s Beach, in local shopping centres and the Warrnambool Tourist Information Centre. ÆÆThe Warrnambool Professional Fisherman’s Association and DSE developed a Code of Practice for commercial fishing in 1995. This Code limits commercial fishing, including travel to and from fishing grounds when whales are present in the Warrnambool area. ÆÆThere is currently a review of recreational fishing and boating activity at Logan’s Beach to determine if an exclusion zone for boating is needed. ÆÆA contingency plan for dealing with whales, dolphins and porpoises in danger of entangling and/or stranding themselves is being developed. ÆÆPhotograph identification flights add continuous records to the photograph index of sightings of Southern Right Whales in South Australian, Western Australian and Victorian waters. ÆÆResearch is being conducted on behaviour and some aspects of population dynamics. ÆÆThe Museum of Victoria and the South Australian Museum have a small series of partial Southern Right Whale skeletons in their collections which are used in displays for visitors. ÆÆThe Friends of the Southern Right Whale are involved in activities which promote education and conservation. Activity #27 Port Phillip Bay Whale

Scientific Report (extracts)

Southern Right Whale – Port Phillip Bay. August 1998 A Southern Right Whale (Eubalaena australis) was first observed I did not observe any boats approaching the whale too closely, close to the shore in the Mornington/Mount Martha area on but was advised that two boats were warned about their close Saturday 1 August 1998, and was reported to government approach on 5 August. Fisheries and Wildlife Officers at Mornington during the weekend. Most TV stations carried footage of the whale during that It was not reported on Monday 3 August, but on Tuesday 4 evening’s news broadcasts, including boat-based and aerial August it was observed cruising along the coast between Martha footage. I was interviewed by AAP, and a Press Release was Point and Balcombe Point, and was filmed (video) by a Senior prepared. Fisheries and Wildlife Officer. Late in the day on 5 August the whale was observed in the The whale was only 10–15m offshore at times and the shipping channel off Black Rock. On Thursday 6 August a shore characteristic callosities on the head are clearly visible in the search around the bay was carried out by government officers and photographs; the animal has a white diamond-shaped patch mid- the whale was seen in Sorrento Harbour in the afternoon. At that dorsally, which may help to determine if it is a regular visitor to time its presence caused the Queenscliff-Sorrento ferry to delay Victorian waters. A copy of the video will be sent to the manager berthing until the whale moved out of the way. At sunset, it was of the photo-identity catalogue for Southern Right Whales at seen heading north, off Blairgowrie. Warrnambool. On Friday 7 August, it was not seen, although a radio report that Many members of the public had excellent views from the several it had become entangled in a fishing net was made. The incident vantage points along the coastline – although some traffic was investigated by Fisheries and Wildlife Officers but found to congestion attracted the attention of the Victoria Police – and be false. The origin of the report is not known to me. An officer there was extensive coverage on radio, TV and in the print media. spent 3.5 hr in the air, searching the bay and as far west as Lorne The whale had left the area by Wednesday 5 August and was but the whale was not sighted. reported to be heading up the Bay, travelling quite rapidly. It There were no further reports and it is probable that the whale was seen off Mornington Jetty about 10:00. I drove along the safely left the Bay on Thursday 6 August or early Friday 7 August. coast, stopping at Mornington (Mills Beach area), Sunnyside Beach, Canadian Bay and Olivers Hill. I observed the whale at the John Seebeck latter three locations. It was some 3–400m offshore and moving Senior Scientific Officer steadily up the Bay. At Canadian Bay the Channel 7 helicopter was overhead for some ten minutes, and subsequently moved with the Department of Natural Resources and Environment whale to off Olivers Hill. At each vantage point there were many August 1998 members of the public, many of whom were following the whale along the coast. They did not seem to be causing a traffic hazard, but the high points at Olivers Hill were full of cars.

Several organisations and people were on standby during this period in case the whale became beached or stranded and/or it collided with or affected shipping. These included the Victorian Channel Authority, government officers at Melbourne, Cowes, Mornington and Geelong, a marine mammal expert, Victorian Water Police, Melbourne Zoo Marine Mammals and Veterinary Departments and Parks Victoria officers. Activity #27 Logan’s Beach Case Study

Logan’s Beach Threats at Logan’s Beach

Logan’s Beach is a stretch of coastline east of Warrnambool in ÆÆRecreational craft (boat and aircraft) approaching too close to south-western Victoria. It’s shallow, sheltered waters are regularly mothers and calves in the nursery area. visited by Southern Right Whales. ÆÆPollutants including untreated sewage and litter from the Between four and six adults visit this site each year, but numbers Hopkins River and other sources may affect the water quality and visits vary. at the whale calving and nursery site at Logan’s Beach. Sedimentation can be a problem in winter, when currents from 1997 Five adults, one calf. the south-west push sediments from the Hopkins River directly 1998 Three adult females, each with a calf. towards Logan’s Beach. The disposal of waste at sea by fishing boats could also be a threat.

Potential Threats

ÆÆPotential oil spills from tankers passing through Bass Strait – especially if the location and movement of any spill affected the calving/nursery sites. ÆÆAny development that will involve production facilities and pipeline construction in the Peterborough area, drilling and waste disposal and increased noise and shipping movement. Such developments must be carefully managed to ensure they do not affect Southern Right Whale habitat and survival by: –– increasing underwater noise and potential effects on water quality during the construction phase; –– potential for whale-ship collisions during the early winter and late spring migration season and increasing the risk of an oil spill.

Potential Conservation Measures

ÆÆAn exclusion zone similar to that defined in the Otway Basin Petroleum Exploration Permit conditions may be appropriate for some sections of coastal waters. ÆÆShips’ captains could be trained and encouraged to help to locate and identify particular whales to avoid potential whale- ship collisions, and to allow for photo-identification census flights. Activity #27 Logan’s Beach Case Study

Visitor Information

The Southern Right Whale Nursery has a large impact on Length of Stay Warrnambool as a city. 1 day 52% Whale watching boosts the Warrnambool economy by an 1 – 4 nights 34% estimated $2 – 2.5 million per season. In 1995 whale and dolphin watching contributed $9.3 million to the national Level of Spending economy and is one of the fastest growing areas of ecotourism. Spend around $40/day in Warrnambool 60% The majority of visitors to Logan’s Beach come to Warrnambool Spend over $100/day in Warrnambool 20% just to see the whales. Visitor Origin Greater Melbourne 45% Car Numbers at Logan’s Beach (July – October) Victoria 85% 1996 24,299 Interstate 8.5% 1998 33,243 International 5%

Source: Logan’s Beach Whale Nursery Visitor Survey 1996. City of Warrnambool. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Spotted Tree Frog & Materials ÆÆSpotted Tree Frog and Baw Baw Frog Background 28 Baw Baw Frog Note; This case study investigates two endangered frogs, ÆÆTable 1: Threats to Frogs; the impacts on their habitats, and some research and ÆÆTable 2: Baw Baw Frog Survey Results; conservation management actions being taken to protect these frogs. Suited to group work. ÆÆMaps 1–4: Baw Baw Frog Distribution; ÆÆRiver Habitats Artwork; ÆÆTeachers Reference: Background Spotted Tree Frog Action Statement and Baw Baw Frog Action Statement The Spotted Tree Frog and Baw Baw Frog are two of Victoria’s 33 species of native frogs. This activity illustrates some of the conservation management activities of these two endangered 8. Of the known populations of Spotted Tree Frog in Victoria, species and can be used as an introduction to the investigation only one is in a permanent conservation reserve. All the of local frog species. others are in areas which could be used for hard-wood forest production. What actions could be taken to protect Advance Preparation the frog outside permanent conservation areas? ÆÆDuplicate Table 1 (or make overhead transparency) and Refer to Table 1 and the River Habitats artwork. Table 2 for small group work. 9. Label the features that provide good habitat for frogs on the left hand side scene. On the right hand side scene label Activities the features that create poor habitat for frogs. As a class. 10. Which impacts relate particularly to: 1. Discuss the frog life cycle, highlighting that frogs do not a) the Baw Baw Frog; spend all of their time in the water. Many species leave the in-stream habitat (the water) for part of the year. However b) the Spotted Tree Frog? they all return to water to breed. Create a flow diagram or labelled sketch for each item Small group work. listed to show the sequence of changes that threat or activity could lead to, and the consequences for the habitat Students use the handouts to complete the following tasks: and the frogs. How can people help these and other frog 2. List the reasons why frogs are seen as an indicators of species? (The internet sites provide suggestions). environmental health. 11. Suggest some possible conservation management activities 3. Describe the main characteristics of the habitat for the that would help protect the Spotted Tree Frog and the Baw Baw Baw Frog and for the Spotted Tree Frog. What Baw Frog. List these activities under one or more of the habitat requirements do they have in common and what following headings: requirements are unique? ÆÆProtection of stream habitat. 4. Discuss the frog surveying technique of recording male frog ÆÆProtection of off-stream habitat. calls rather than physically finding each individual frog in dense habitat. Which survey technique is more practical and ÆÆIntroduced fish. (e.g. trout) efficient? ÆÆWeed control. 5. Refer to Table 2: Baw Baw Frog Survey. These are the ÆÆRecreation. records of the number of calling male Baw Baw Frogs at selected breeding sites in 1983/4. Count the total number ÆÆGrazing. of frogs found each year. Plot these onto a graph. What ÆÆMining. trend in frog numbers does this show? 6. Refer to Maps 1 – 4. Compare the distribution of Baw Baw Frog in 1983/4 and 1993/5. Suggest reasons to explain the differences. 7. What kind of monitoring program been set up for these frogs. What information is this trying to obtain? Why will this information be useful?

12. Scenario. Table 1: Threats to Frogs. A survey of the stream near a campground in a State Forest has just been found to have a population of an endangered frog. Threats The site is managed by DSE. Imagine you are one of the local DSE staff and it is your task to manage visitor campgrounds in ÆÆInvasion of their habitat by introduced weeds such as the State Forest as well as manage the action program to protect blackberry and gorse. endangered species in the State Forest. Devise an action plan ÆÆCats, foxes and introduced fish (eg trout). to address the fact that an endangered species occurs near a campground. Identify the concerns and issues. What solutions do ÆÆHerbicide run-off. you propose? Explain your reasoning. ÆÆGrazing by livestock along streams. ÆÆStreamside vegetation clearing or damage. Acknowledgement ÆÆActivities such as some timber harvesting operations and road construction which can lead to siltation, if not ÆÆGreg Hollis, Kim Lowe, Graeme Gillespie, Dianne Marshall, properly managed. DSE. ÆÆRecreational activities such as fishing in inappropriate ÆÆDavid Cheal, Endangered Species Kit Gould League. areas. ÆÆFelicity Faris Threatened Species Network Victoria. ÆÆIncreased UV radiation and climate ÆÆSpotted Tree Frog Action Statement. ÆÆBaw Baw Frog Recovery Program. Annual Report. NRE. 1998. ÆÆForest Management Plan Central Highlands. NRE. 1998.

Additional Activities

World of Frogs. Melbourne Zoo Education Service.

River Habitat Good Aquatic habitat Poor aquatic habitat

Key blackberries Activity #28 Spotted Tree Frog and Baw Baw Frog Background Note

Frogs are a group of very adaptable creatures that have survived Spotted Tree Frog. for over 200 million years. Over the past two decades frog Endangered Species populations around the world have been declining at an alarming rate. Some frog declines and extinctions have occurred in remote Inland Waters Ecosystems 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.

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. Most of Victoria’s populations of Spotted Tree Frog occur in State Forest. 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 Why Is It a Threatened Species? at other times. They are mostly found in areas with limited access and little disturbance. ÆÆThe frog’s geographic range seems to be shrinking. ÆÆTheir numbers are low and declining. ÆÆIts in-stream and out stream habitats are being changed. ÆÆIntroduced non-native fish (e.g. trout) are thought to be a major threat. Introduced non-native fish occur throughout the range of the Spotted Tree Frog. They eat Spotted Tree Frog Spotted Tree Frog Locations. Source DSE tadpoles. Changing the water flow, the water quality, or the amount of silt entering a stream (sedimentation) can damage the habitat for frogs. Activities in or near waterways can lead to habitat changes if not planned or managed carefully. Activities include road making, some timber harvesting operations, fishing, weed invasion, herbicide spraying, impoundments along waterways, inappropriate fire regimes and possibly grazing. Activities further afield in the catchment can also impact on the stream. For example, some timber harvesting operations can increase the silt load in these clear mountain streams if not properly managed. Silt comes from erosion after rain on the bare slopes and tracks. Also, rapidly regrowing young trees release less water to the streams, which become smaller and more likely to dry up. Frog habitat can also be affected by intensive recreation activities. Activity #28 Spotted Tree Frog and Baw Baw Frog Background Note

Baw Baw Frog Baw Baw Frong. Endangered Species The Baw Baw Frog (Philoria frosti) is a medium sized frog (4.5–5 cm long) named after the only place where it occurs, the Mt Baw Inland Waters Ecosystems Baw Plateau in Victoria. Until recently the conservation status of this frog was though to be secure. A survey in 1983 and 1984 estimated there were about 10,000 – 15,000 adult male Baw Baw Frogs on the Baw Baw Plateau. The declining frog numbers worldwide raised concern about the conservation status of the Baw Baw Frog and led to the commencement of an annual systemmatic survey for the species, starting in 1993. These later surveys have found an alarming 98% decline in Baw Baw Frog numbers. Populations on the Plateau proper have almost completely disappeared. The wet alpine heaths and heath bogs in frost hollows on the Plateau are thought to be the frog’s preferred habitat. However most of the remaining Baw Baw Frog populations are now found on the slopes of the Plateau in gully and montane forest habitats. The remaining populations occur in Baw Baw National Park, Alpine Resort and State Forest. The Baw Baw Frog’s breeding micro-habitats are natural cavities in or under dense vegetation, logs or rocks that collect water as it travels down slope. When not breeding, the frogs also shelter in cool moist places under dense vegetation, roots, logs, rocks and in leaf litter.

Why Is It a Threatened Species? Actions So Far Both frogs are listed under the Flora and Fauna Guarantee Act ÆÆThe Baw Baw Frog’s numbers are low and declining. 1988 and the Australian Government’s Endangered Species ÆÆIts Baw Baw plateau habitat is threatened by development and (Protection) Act 1992. Action Statements have been prepared for intense use for recreational activities. Its habitat within State both frogs and Recovery Teams established. The Baw Baw Frog Forest is also an area of timber harvesting. Recovery Plan commenced implementation in 1997; the Spotted Tree Frog Recovery Plan is nearing completion. The following Introduced animals such as foxes, cats, deer are common on the actions are being undertaken. Plateau and some feral cattle are present. The introduced Willow (Salix cinerea) is common and seems to be spreading in wetland areas. On-ground The 1998 Central Highlands Forest Management Plan aims to protect frog habitat by: Spotted Tree Frog ÆÆHaving wider steamside buffers to reduce the chance of silt runing off harvest coupes into stream habitats; ÆÆProhibiting timber harvesting in an off-stream zone that runs 300m away from known stream habitat; ÆÆReducing the number of stream crossing roads in catchments where the frog occurs. Baw Baw Frog ÆÆProtecting identified breeding areas in a zone up to 200m away from known stream habitat; ÆÆAbove 1000m, new timber harvesting only in areas known not to contain frogs, using existing roads where possible. Activity #28 Spotted Tree Frog and Baw Baw Frog Background Note

Actions So Far (continued) Captive Husbandry Spotted Tree Frogs and Baw Baw Frogs are being bred and Research maintained in captivity at the Amphibian Research Centre in Melbourne. Captive husbandry of these species is investigating the ÆÆInformation is being collected on the frogs’ diet, growth, best techniques for breeding these frogs in the event that they can breeding habitat and non-breeding habitat; be re-introduced to sites in the wild if needed. ÆÆThe impacts of recreational activities within the frog’s habitat are being monitored; Monitoring ÆÆThe impact of ultra-violet radiation and climate change on the Long-term monitoring transects have been set up for all frogs is being investigated. populations of Spotted Tree Frog and Baw Baw Frog to detect any yearly changes in population location and numbers. ÆÆAn aerial survey of 80% of the Baw Baw National Park in 1998 located and mapped the distribution of Willows. Trials Regional DSE staff have been trained in searching techniques for are being conducted to monitor two methods used to kill the Spotted Tree Frog and Baw Baw Frog. Willows. Education Public awareness of the vulnerability and significance of these frogs’ habitat is being increased. Information about the ecology, distribution and potential threats to the survival of the species is being distributed to a range of DSE staff and to community interest groups (such as anglers and bushwalkers). Table 2: Baw Baw Frog Survey Results.

Breeding unit 1983 84 93 94 95 96 97 LaTrobe Plain 206 – 3 2 0 4 5 Village Flat 183 149 3 0 0 0 0 Village Flat 2 24 – – – 2 1 0 Nuelyne Plain 24 – 2 2 1 0 1 Hope Creek – – – – – 0 1 Macallister Plain 82 – 5 2 0 1 0 Pudding Basin 101 – 2 1 1 0 0 Moondarra Flat 225 – 0 0 0 0 0 Baragwanath Flat 167 245 11 4 4 0 1 Currawong Flat 536 – 8 4 5 2 0 Currawong Flat (a) 174 – 2 3 0 0 0 Currawong Flat ds – – – – 3 1 – Tanjil Plain 120 – 9 3 3 4 1 McMillians Flat 64 – 0 0 0 0 0 Jeep Track 1 0 0 0 – – – – Jeep Track 2 6 0 0 – – – – Freeman’s Flat 41 104 0 0 0 0 0 Relative abundance of Mstering Flat 57 0 0 0 0 0 0 calling males Baw Baw Gwinear Flat 93 2 0 0 0 0 0 Frogs recorded within Whitelaw 1 0 – 2 1 0 – – different breeding units on the Baw Baw Plateau Whitelaw 2 67 – 2 13 4 – – during surveys. Whitelaw Ruins 164 – 1 1 0 – – Breeding units are located Whitelaw 6 49 – 0 0 1 – – in frost hollows (sub- alpine treeless areas of Whitelaw 7 96 – 0 1 0 – – gentle slope); areas that Whitelaw 8 30 – 0 0 0 – – are also favoured by cross-country skiers.) Whitelaw Creek 368 – 1 6 1 – – Whitelaw 9 90 – 0 – – – – – Means the breeding unit was not surveyed. Total

Data from Baw Baw Frog Recovery Program. Annual Report. NRE. 1998. Activity #28 Baw Baw Frog Map 1–2

Activity #28 Baw Baw Frog Map 3–4

Maps 2–4 adapted from Recovery Plan for the Baw Baw Frog. 1997–2001. EA & NRE. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet Whipstick Westringia Materials ÆÆWhipstick Westringia Background Notes; 29 A number of cultivated varieties of Westringia species are popular garden plants. The Whipstick Westringia ÆÆTeachers Reference: Whipstick Westringia Action is a native shrub that illustrates some of the Statement management issues relating to conserving threatened native plants.

Advance Preparation Acknowledgement

ÆÆCopy the Background Note for students. ÆÆWhipstick Westringia Action Statement. Activities ÆÆShirley Diez, DSE. ÆÆAndrea Milikins, Parks Victoria. 1. Distribute the Background Note to students (or read it out to them) to complete the following tasks. ÆÆIllustration by John Las Gourgues. 2. List the benefits of realigning the walking track that passed through a stand of Whipstick Westringia. (Reduced the likelihood of flowers being picked or seeds collected; less trampling of plants; less erosion.) 3. The known Whipstick Westringia sites near Bendigo are on public land and these have now been set aside as reserved land. Why should the exact locations of these Whipstick Westringia populations not be made public? (Rare plant enthusiasts may collect them; other visitors may accidentally cause damage.) 4. What could happen if one of the Whipstick locations was burnt by fire two years in a row? (The Whipstick Westringia could be wiped out at that location because it cannot coppice after fire and the seedlings that grew after the first fire would not yet have produced seeds.) 5. ‘It is likely the present erosion problems ... have been accentuated by, if they are not the result of, previous and current land-use activities such as eucalypt harvesting, gold mining and road works.’ (Source: Whipstick Westringia Action Statement.) Use cause and effect sequences to explain how these activities affect the survival of Whipstick Westringia. (E.g. eucalypt harvesting  vehicles causing damage to soil and removing vegetation cover  increased erosion  silt buries plants in gullies.)

Whipstick Westringia (Westringia crassifolia) is a shrub that grows Whipstick Westringia. up to 2 metres high. It occurs only within the Victorian Mallee, the Endangered Plant. Whipstick Mallee area (north of Bendigo) and some nearby areas of Box-Ironbark Forest. Its lavender-blue flowers and square stems Mallee Ecosystem. show it is a member of the mint family. Why Is It a Threatened Species?

ÆÆIt is extremely rare and occurs in isolated populations. ÆÆGrazing by native and introduced animals. ÆÆErosion causing land degradation and burying the plants. ÆÆIllegal collection of the plant. ÆÆTrampling by people.

In 1993, at five of the six sites in the Whipstick, there was little or no evidence of recent Whipstick Westringia seedling germination. There was lots of evidence of severe browsing on the adult plants. Heavy browsing reduces the shrub’s health and the likelihood of it flowering and setting seed. A walking track passed through one of the gullies where this rare plant occurs. The shrub does not coppice (produce stems from its rootstock) after fire or cutting. The Whipstick area has been the site of eucalyptus oil production since the beginning of the 1900s. Mechanical harvesters cut Mallee eucalypt regrowth close to ground level roughly every two years. Harvesting mallees like this can lead to increased run-off and erosion if not well managed. Actions So Far

A Whipstick Westringia Recovery Team has been set up and an Action Plan was produced in 1993. A Recovery Plan was produced in 1999. Whipstick Westringia Distribution Source: DSE, Flora Information System. Groups involved in conserving the species include: ÆÆDSE. ÆÆParks Victoria. ÆÆFriends of Whipstick and Kamarooka. ÆÆResearch institutes.

The walking track has been realigned so it no longer passes through a stand of Whipstick Westringia. Eucalypt leaf harvesting for oil production has been relocated to other suitable areas, partly to protect the Whipstick Westringia. Research on the plant’s seed viability and germination is being conducted. Whipstick Westringia plants have been grown from cuttings and planted by the Friends group at two of its known locations in the Whipstick. Tree guards are put around existing plants and planted seedlings to protect them from browsing damage. The plan is to eventually extend the Whipstick Westringia populations at all six Whipstick sites. The Botanic Guardians scheme (DSE) provided funds to the Friends for their Whipstick Westringia project. Victoria’s Biodiversity – Education Resource 2 Student Activity Sheet What Can I Do? Materials ÆÆVictoria’s Biodiversity: Sustaining our Living This activity focuses on what students can do as 30 Wealth, ‘Everyday Actions by Individuals’ individuals and as a class to help conserve Victoria’s biodiversity. As much as possible, choose a local ÆÆ What I Can Do handout. species or site to help protect.

Advance Preparation 7. As a class, decide on an action project to help conserve a local species or remnant vegetation site. Learn more ÆÆMake overheads of the materials, or copy them for student about the species or site. What are its special features? use. Develop a realistic action plan for the project. Work in with local Council and Friends or conservation groups. Activities Monitor the progress the class/group makes. Celebrate your achievements for biodiversity. 1. Students read ‘Everyday Actions by Individuals’. 2. List the actions it mentions to help protect the environment. Identify and discuss local examples (individuals, groups, Additional Activities companies, government agencies) of these actions. ÆÆVisit the Commonwealth government website 3. Students read the ‘What I Can Do’ handout. (www.environment.gov.au) and investigate the biodiversity 4. Add to the list of ideas in the handout. Students explain section and publications. how each of the actions can help conserve biodiversity. ÆÆConsider volunteering for the environment or joining a 5. As a class, decide on an action project to improve wildlife conservation group. habitat in your school grounds. See Also 6. Each student chooses an action they will personally undertake at home for the next 4 weeks. They prepare a ÆÆActivity 17: Helping Ourselves. plan to help them carry this action out.

Here are a few suggestions to help individuals and groups enjoy and help protect Victoria’s biodiversity. ÆÆEnjoy them, wander about in them, look at the plants, look and listen to the birds and other wildlife. ÆÆLearn more about Victoria’s rich diversity of plants, animals and ecosystems to recognise their values. ÆÆLearn to recognise threats to these areas and species. ÆÆGet 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. ÆÆHelp 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 wildflowers and birdlife. Winter flowering eucalypts attract a host of birdlife so bird watching can be especially rewarding in winter. Visit the same site over the seasons to see how it changes. Record your observations. Help Protect a Site Take photographs. ÆÆHelp a local Friends group or local conservation group ÆÆTake a field trip to a local natural area to experience and enjoy regenerate or revegetate a nearby disturbed area. Contact its diversity. Take part in outdoor activities to experience and your local DSE office, Parks Victoria or the VNPA (www.vnpa. learn about that environment. org.au) for names and contact details of local groups. Whenever visiting a natural environment: ÆÆAdopt a remnant site and help to protect it. ÆÆStay on the paths. ÆÆLeave your dog at home. Create Wildlife Habitat ÆÆLight fires only in fireplaces and make sure they are out before you leave. ÆÆPlant a native garden in your school grounds or home and/or ÆÆTake your rubbish home with you. set up nest boxes. ÆÆDon’t throw food scraps or garden clippings into the bush as ÆÆBuild and set up artificial hollows in a remnant near your they can spread weeds or disturb the natural balance. school or home. ÆÆDon’t pick wildflowers – leave them for the wildlife that needs ÆÆRevegetate the understorey in a remnant area. them, for their own sake as some are very rare, and leave them ÆÆHelp plant a corridor connecting remnants. for other people to enjoy. ÆÆOrganise and conduct media activities (poster displays, street theatre, art displays) to raise awareness of local species and natural areas. Learn More About Victoria’s Biodiversity Conservation at Home ÆÆLearn from local experts, books and the internet. ÆÆPractice conservation at home and school to reduce waste. Use ÆÆTell someone else about Victoria’s biodiversity. water, energy and material resources wisely.