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Endangered Species Teacher Notes Endangered Species This worksheet is based on the Endangered Species exhibition at Level 3 of Queensland Museum South Bank. This activity focuses on interactions within ecosystems. The content and aims relate to Year 4, 6, and 7 of the Australian Science Curriculum. Content: Yr 4: Living things, including plants and animals, depend on each other and the environment to survive. Yr 6: The growth and survival of living things are affected by the physical conditions of their environment. Yr 7: Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions. Aims: • To explore the ways that living things interact in a habitat, including simple food chains, and how living things can cause changes (beneficial and detrimental) in the environments in which they live • To investigate the interrelationships between living things including their suitability for particular habitats • To investigate the effects of human activity on the sustainability of ecosystems. For example, to investigate the effects from the introduction or removal of a species in a community Pre-visit Activity If a species is extinct then it does not occur anywhere in the world. Sometimes species only occur in zoos and are referred to as extinct in the wild . Some have not been seen for such a long time they are presumed to be extinct. The terms below relate to the threatened status of species. Ask students to find definitions and examples for each. Presumed Extinct Endangered Vulnerable Rare Some of these terms are under review. Species are being assessed by the Department of Environment and Resource Management. They are assessed against three major sets of criteria: • Probability of extinction — assessed by an expert panel against IUCN criteria (International Union for Conservation of Nature and Natural Resources also known as The World Conservation Union). • Consequences of extinction — comprised of the species’ ecological value, how endemic it is, and its social value. • Potential for successful recovery —based on the knowledge of threatening processes, capacity to affect recovery, and the need for ongoing management. Species are ranked as 'Critical', 'High', 'Medium', 'Low' priority or as 'Data Deficient' . Those species ranked as 'Critical' or 'High', are used as the starting point for regional workshops. 'Data deficient' species are reviewed to determine priorities for research. A useful website is: http://www.derm.qld.gov.au/wildlife-ecosystems/wildlife/back_on_track_species_prioritisation_framework/index.html Post-visit Activity In groups, allow students to draw up a two-column table. List some general threatening influences to the survival of species today on the left-hand side. List what can be done about these threats on the right-hand side. Students then discuss their findings with the rest of the class. Investigate the term ‘ wildlife corridors’ and why they are important for the survival of species today. Download the Pests and Threats Teacher Resource Booklet from our Learning Resources section. Instruct students to investigate one of the species listed as under threat in Queensland. You can adjust this to include other species from your state or territory. http://www.qm.qld.gov.au/Learning+Resources/Resources In their investigation, students can: • Identify the threats • Link the threat to the possible impact on native animal populations • Suggest long-term consequences if the threats continue • Suggest ways that the threats could be reduced or eliminated • List and explain some of the barriers to reducing these threats In summary, get students to write a paragraph on ‘ What I can do to help Wildlife ’ and ‘ Why is Biodiversity so important’ . Student Notes Endangered Species LIVING THINGS CAUSE CHANGES TO THE ENVIRONMENTS IN WHICH THEY LIVE Humans are affecting the survival of many species around the world. Examine the Endangered Species exhibition on Level 3 of Queensland Museum South Bank . Then answer the following questions. 1. Humans have brought many foreign species into Queensland. These can have detrimental (negative) effects on native animals. List three ways feral animals can be a problem. …………………………………………………………………………….................................................................. .......................................................................................................................................................................... .......................................................................................................................................................................... 2. The Brigalow belt was cleared for economic gains early in Queensland’s history. Three species that once lived in that region are now presumed extinct . List these. …………………………………………………………….. ………………………………………………….. …………………………………………………………….. 3. The use of fire can have a major impact on species. Slow ‘cool’ fires have caused a change in the plant and bird species found in the grassland habitats of the Golden Shouldered Parrot . Landowners are introducing ‘hot’ fires in these areas. How is this beneficial (helpful) for this parrot? …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… 4. Construct a food chain involving the Golden Shouldered Parrot . Remember that the arrows in a food chain show the direction of energy flow. That is, where the food is going. Draw the organisms in the food chain. Write the organisms’ names in the spaces below each heading and draw in the arrows. Plant Herbivore Carnivore Golden Shouldered Parrot (Image: Wikimedia, BY-SA.) 5. The Apollo Jewell Butterfly occurs in coastal areas. People have removed certain plants from its habitat. What plants are these? Why are they so important? …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… 6. The Southern Cassowary is also under threat. What human activities are causing this? …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… Student Notes Endangered Species 7. The Southern Tiger Quoll ’s status is vulnerable . What are the reasons for this? …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… 8. Urban growth affects animals that live in mangrove habitats. This growth includes the building of houses and marinas. One animal affected is the False Water Rat . What other factors affect its survival? …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… 9. The False Water Rat is a carnivorous (meat-eating) rodent. It feeds on crabs, shellfish and mussels. Crabs and shellfish feed on algae. Mussels filter plankton from the water. Foxes are feral predators of the rat. Construct a food chain that includes the False Water Rat. Draw the organisms in the food chain. Write the organism’s names on the line below and place the arrows between them. (You can find out more about this species at the following link: http://www.qm.qld.gov.au/microsites/mangrove/index.asp ) False Water Rat. Image © Queensland Museum. ……………………………………………………………………………………………………………………….. 10. Examine the Frog display of the following species: Northern Platypus Frog; Waterfall Frog; Fleay’s Barred Frog ; and Southern Day Frog . List some of the suggestions as to why there has been a global decline in frog species. ……………………………………………………… ................................................................................. …………………………………………………….. ………………………………………………………….. …………………………………………………….. ………………………………………………………….. …………………………………………………….. ………………………………………………………….. Southern Platypus Frog, Rheobatrachus silus. Image © Queensland Museum. 11. Think of all the displays you have seen in the exhibition. What do you think is the single greatest reason for animals being under threat? ………………………………………………………………………… Student Notes Endangered Species RELATIONSHIPS BETWEEN SPECIES AND THE SUITABILITY FOR PARTICULAR HABITATS A. Relationship between Butterflies and Plants: Examine the display about the Richmond Birdwing Butterfly. This butterfly has a special relationship with the plant on which it lays its eggs. 1. This butterfly is at the first stage of recovery from the brink of extinction. List two reasons why it reached vulnerable status. …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… 2. In what type of habitat is this butterfly normally found? ………………………………………………………….. 3. List three things that are being done to increase the population of this species. …………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………… …………………………………………………………………………… Richmond Birdwing Butterfly (male), Image: Wikimedia, BY-SA. B. Relationships between Butterflies, Plants and Ants: Examine the displays on the Apollo Jewell Butterfly and the Illidge’s Ant-Blue Butterfly. These butterflies have special relationships with plant and ant species. Their life cycle and survival depend on these. 1. The Apollo Jewell Butterfly relies on certain plant and ant species for its survival. The ants benefit
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