Lifelines NEWS AND IDEAS FOR TEACHERS Autumn 1999

Secondary supplement Europe’s Over the centuries, writers have portrayed the wolf Carnivores in many different guises – as greedy and fraudulent; a symbol of war and betrayal; as Devil and werewolf. Even in fairy tales, the wolf is a ACTIVITY 1 savage creature Who’s afraid who is out of the to cause death and big bad destruction. wolf? What do pupils think of when we say the word ‘carnivore’? Ask pupils to come up with their own definition of Stories about bears and the fear and respect that they inspired may be seen in the word, then check it against one the cave paintings that were made more than 10,000 years ago. Anyone killing in a dictionary or thesaurus. a bear was sure to be seen as a great hunter with tales of his exploits passing The following prompts may help: into folklore. In recent years, of course, the bear has been rehabilitated – at • What makes a creature a least in the pages of children’s literature – but real bears, such as the brown carnivore? written by Janni Hawker. Reproduced by permission of the publisher, Walker Books Ltd., London Walker Reproduced by permission of the publisher, written by Janni Hawker. bears of Europe, are isolated and threatened by loss of habitat and food supplies. The classroom is a good place in which to help young people question • What do you expect to be the stereotypical images and challenge their own perceptions. Pupils can be characteristics of a carnivore – encouraged to express their feelings through talking and writing, and to physical or otherwise? Walk With A Wolf Walk develop empathy. The theme of European carnivores offers a topical focus for such work; work which we hope will lead to a better understanding of the real What species come to mind? Make a nature of creatures such as the wolf, the bear and the lynx. class list. Spend a few moments The following activities are ‘graded’ in their approach to the issues and the brainstorming words we use when suggested pupil outputs. The ‘Follow-up’ activities are not intended as ‘optional we think of carnivores and record extras’ but offer valuable extensions to the initial activity idea, practising this on the chalkboard or flipchart, 1997 Sarah Fox Davies from

© pupils’ creative writing skills and developing their understanding of ‘audience’. labelled List 1. Illustration ACTIVITY 2 ACTIVITY 3 I thought I Behind the mask saw a pussy Revisit the list of carnivores pupils came up with in Activity 1. Where would cat a-creeping they expect to find them? Mention Europe, if no-one else does. Many pupils might be surprised to realise that there are still wild large carnivores in Europe. up on me… What sort of carnivores do pupils think they might be? Assuming they do not already feature in your lists, introduce the names of the following European Ask pupils to think about carnivores carnivores which are all featured in WWF’s European Carnivore campaign: grey closer to home – our pet cats and wolf, brown bear, lynx, otter, wolverine. dogs, for example. Again, brainstorm words we might associate with these • Where in Europe might they live? animals and record them as List 2. • What sort of threats might they offer to humans? Now share with pupils the statistics • What sort of threats might humans offer to them? on kills of birds, small mammals and reptiles in the UK by domestic cats – Hand out photocopies of the Thought Square and information on European see Resource 2. In the light of this, carnivores – see Resources 3 and 4 (you may need to enlarge them). Ask review and compare the character- students to undertake research on one of these species and to fill in the istics of carnivores the students squares. Additional information on European carnivores can be found on discussed earlier in Lists 1 and 2 . WWF’s website: www.wwf-uk.org Does this change their attitudes Pupils can cut out the names or pictures of their chosen animals and stick towards wild carnivores? them over the shape in the middle. Under ‘Description’, pupils should include not only physical appearance but also characteristics of the animal, for Follow-up example wolves are social creatures with a strong heirachy and sense of family Invite pupils to write their own poem bonding. The ‘Threats’ box is for threats to the carnivore from humans. It about a wild carnivore or a carnivore might be direct hunting, or habitat loss, or something else. at home. The brainstorm lists could be their starting point, and they Follow-up might wish to experiment with Completed Thought Squares could be stuck onto A3 or flipchart sheets, and different formulas such as the haiku, illustrated all around with pupils’ own artwork or pictures relating to the or poetic devices such as kenning. physical appearance of their chosen creature – the power of the brown bear; Alternatively, they might wish to the gleaming eye of the wolf; the coat of the lynx; the lithe wetness of the play with the idea of ‘The carnivore otter. An impressive class display could be made up from pupils’ Thought in my home’. Squares and from their poems under the heading of ‘Fact or Fiction?’.

Haiku… ACTIVITY 4 is a three-line poem of Japanese origin which consists of one line of five syllables, one of seven syllables, and one more of five. For example: Seeing through different eyes

A tail-swishing cat Pupils should now have a better knowledge of some of Europe’s carnivores but Lies waiting in the bushes what would they do if they met a wild carnivore? And how might they feel if Birds peck unaware. they had to live near them? The following role play should help pupils to explore the different opinions of people who do live near a wild carnivore, and Kenning… one which has suffered a very bad press – the wolf. is a metaphorical phrase or Photocopy, cut up and distribute copies of the role cards on Resource 1. hyphenated word, for example You will also need one person to chair the meeting: they will need to ensure ‘swan-road’ could be used to denote that everyone has a chance to speak and to record the outcome. (Formal a river. An example is given below: meeting notes could be produced if there is time.) Introduce the following scenario to the pupils: My dog “An international agency is keen to support environmental projects in Ankle-biter upland areas of Europe. They have money to spend. They have called Bone-cruncher Night-howler a community meeting of interested parties to discuss the issues. Rabbit-catcher What will the community decide?” ACTIVITY 4 continued

After the role play, remember to debrief pupils: how did it Alternatively they might wish to produce campaigning feel to be in role? Who did they think held the most power? leaflets or posters to persuade the groups against the wolf in the meeting to reconsider their position. Remind them Follow-up that to have any chance of success, they will need to Pupils could describe the content and outcome of the consider and address the points made by these groups – meeting in any of the following formats: it’s not enough simply to tell people to stop chasing – a newspaper article for the local or national press carnivores away from their animals, or to stop hunting – a feature in a children’s magazine them, or to stop the pollution that kills others. – a piece for radio or TV news.

ACTIVITY 5

Older or more able pupils could be encouraged to Turning the tables express deeper and more thoughtful ideas about our relationship with the environment in general, and Pupils could be asked to write an essay with the title “Men! European carnivores in particular. They could consider the The only animal in the world to fear!” (Mountain Lion, D. H. traditional antipathy of humans to carnivores – where Lawrence). Their essay should express their thoughts and are the points of conflict? Settlement and agriculture – feelings about the plight of Europe’s carnivores. They should particularly stock-rearing are obvious ones, but perhaps also include descriptions of the creatures and their habitats, there is something much deeper, that goes back to a time some explanation of why they are under threat and an idea when we shared the forests with many creatures, and had of what can be done. Students could also include their own to compete directly with the carnivores, and perhaps we views for conservation. were prey for carnivores. RESOURCE 1

Hotel and restaurant owners; shop keepers – You have heard that wildlife holidays are growing in popularity. Role cards ✁ You believe your business might benefit from increased tourism if there were more wolves in the area for tourists to see.

Local farmers against the wolf – You already lose too Government official from the agriculture department – many sheep to wolves – they are nothing but a pest. You are under pressure from some farmers to eradicate You are not appeased by government payments for lost wolves from the area. Others are calling for payments stock – as a farmer, it goes against the grain to accept to farmers who lose sheep to wolves and other wild the death of any member of your flock. You think that the animals. You are worried that there will not be enough area would be much better if all the wolves were killed. money in the treasury to cope. If people want to see them, they can go to a zoo. Local councillor – You are aware of the farmers’ Representatives of an international conservation group concerns but the tourist lobby is forceful and you can – You believe that wolves have as much right to live in see how the tourist trade might boost the local economy. their traditional habitats as humans. You have come You also know that money is available from an across research which suggests that many sheep losses international agency to help environmental projects. are attributable to domestic or feral dogs. You feel sure it is possible to live alongside wolves – careful Local landowners for the wolf – You can remember management should reduce sheep losses and the when there were many more wolves in the area. You were government could pay for lost stock. Besides, surely sometimes scared of them, but weren’t really bothered we should be prepared to lose a few sheep if it means by them. You believe other creatures have a right to ensuring the survival of the wolf? You know that live and want to leave a rich environment to your money is available from an international agency to grandchildren. You know that money is available from help environmental projects. an international agency to help environmental projects. RESOURCE 2

What the cat brought in Nick Berringer

Between 1st April and 31st August 1997, Mammal action, Extrapolations from these statistics indicate that the youth section of The Mammal Society, conducted a every year the domestic cat could be taking up to survey to assess the affects domestic cats were having on 30 MILLION animals and birds! local wildlife. The capture records of 964 cats were If the cats in the survey are ‘average’ in their habits, received, amounting to more than 14,000 prey items. then the situation for reptiles and amphibians is particularly alarming. Every year, cats could be getting through: These included: 4 million frogs 3,383 birds 700,000 slow worms (13 bird species were recorded including house sparrows, robins, 370,000 lizards blackbirds and thrushes but also yellow wagtail, bullfinch, 180,000 toads nuthatch, goldcrest, woodpeckers and even swallows!) 170,000 newts 4,196 mice 80,000 grass snakes. 1,949 voles 946 shrews They could also be responsible for 230,000 bats and 162 rats 1.5 million harvest mice – both of which already have a 30 bats limited distribution.

RESOURCE 3 THOUGHT SQUARE

Wolf DESCRIPTION: HABITATS:

Otter

Wolverine

THREATS: SOLUTIONS: Lynx

Bear Iberian Lynx

RESOURCE 4

Threats

Key facts • Hunters – seen as vermin or trophies • Protected since 1970, but still hunted about and trapped accidentally • Loss of habitat European Distribution • Road kills Carnivores • Most threatened cat species in • Rabbit disease led to drop on the world available prey The Large Carnivore Initiative in • Only found in isolated pockets in • Fragmented communities of lynx Europe is a conservation project Spain and Portugal means limited genetic variation. supported by WWF and partner • Estimated population loss of 80% organisations in 17 European between 1960 and 1990 Conservation solution countries. It has four levels of • Perhaps 800 left in the wild. • Designed ‘lynx’ areas approach: • Ban roads in ‘lynx’ areas Biology 1 • Promote land use which will • Only recently established as a Protecting large carnivores and preserve scrubland separate species their habitats • Hunting and trapping prohibited in • Appearance: heavily spotted ‘lynx areas’ 2 • About half the size of the Eurasian lynx • Careful monitoring of lynx population Considering large carnivores when • Prey: almost exclusively rabbits, but • Habitat corridors to allow separated lynx developing local areas some birds, rodents and young deer groups to meet. • Prefers scrubland interspersed with 3 open areas PROSPECTS Supporting carnivores through laws • Generally solitary Unless something is done, the Iberian and financial arrangements • Most active at twilight Lynx will disappear within fifty years. • Kittens born in April 4 This would be very embarrassing for Working with the local populations environmental policies in Europe. to accept the existence of carnivores. Action urgently needed.

Biology Conservation solution

• Second largest predator in Europe • WWF and other organisations and • Adult male weighs 40kg experts from all over Europe sharing • Can be 150cm in length knowledge and funding to protect • Eats what it can find, but hunts mainly the wolf moose and deer • Nine-year research project underway • Lives in a wide range of habitats to find out more about wolves Grey Wolf • Social animals with strong bonds • Habitat restoration projects and ‘wolf- within packs corridors’ to allow small populations • The dominant male and female are usually to meet the only two wolves of the pack to breed. • Local people need to be involved in wolf management projects Distribution Threats • Education programmes to counter • Once ranged across most of Northern • Poor image based on misunderstanding myths about wolves Hemisphere and fear • Livestock protection schemes with dogs • By end of 19th Century, wolves • Human interaction usually ends and compensation exterminated in all central northern in conflict • Change in Common Agricultural Policy European countries • Some countries permit unrestricted to assist return of wolves. • Today mostly found in eastern Europe, hunting of wolves PROSPECTS Romania and all the Balkans • Some countries license hunting of • Population recovering in some areas wolves, but in unplanned way General positive future for wolves, but of Europe • Poaching probably most serious threat some populations so small that their • Between 15,500 and 18,000 wolves • Human encroachment on wolf habitat survival is in doubt. Humans and wolves in Europe today. • Lack of conservation planning for wolves. can live nearby each other. • Biology • In recentyears,hasspreadoutfrom • By 1980,onlylocatedinsouth-west • Formerly widespreadintheUK,went Distribution • Have hugeranges. • Active dayandnight • Hibernate inlateautumnfor • Will takeyoungmooseor • Bears arenotefficienthunters • Omnivores –eatanythingfromnuts • Males weigh140-320kg Biology • Some verysmallpopulationsin • Main Europeanbrownbearpopulation • 36,000 brownbearsinRussia • 14,000 brownbearsinEurope • Occurs inEurope,Asiaand Distribution • Generally solitary.• Generally • Home rangesmay includeupto • Eats mainlyfish, occasionallysmall • Broad tailallowsthemtomove • Thick, sleekcoatprotectsfromcold • Adapted tosemi-aquaticlifestyle localities. strongholds tomanyofitsformer and Wales of EnglandandbordersScotland through rapiddeclineinlate1950s between threeandsevenmonths unprotected livestock (hunts oreatscarcasses) to fruitinsectsandmeat southern, centralandwesternEurope. north-eastern Europe in CarpathianMountainsand North America 40km ofwaterside mammals, waterbirdsandfrogs. through wateratspeedof10kph coasts (whereaccesstofreshwater) Live onbanksofrivers,lakesandsea • Declining fish-stocks. • Declining • Increased pollutionfromchemicals • Distribution ofriversidehabitat • Hunting andpersecution Threats • More researchintopopulation • Public educationaboutbearecology • Compensation schemeforlostlivestock • Encourage farmerstousetraditional • Forest managementandcontrolled • Identify keybearhabitatsandcorridors • Laws protectingbearsmust Conservation solution • Increased demandsforbearparts • Poachers killcubsinsomeareas • Road buildingisolatespopulations • Trafficcasualties • Altered ecosystemsthroughplantingof • Logging andforestclearance • Loss ofhabitatandfoodsources • General negativeattitudestobrown Threats • Land management toencouragemore • Research intopresent distributionand • Recreation ofhistorical wetlandstoaid • Establishmentof‘otterhavens’ • Biodiversity Challenge–restoring • Protected bynationalandinternational Conservation solution and immunesystems PCBs whichhaveaffectedreproductive such asorgano-chlorinepesticidesand dynamics, geneticsandbearhabitat. and humansafety stock guardingtechniques logging tobeencouraged to protectthem be enforced traditional Chinesemedicine. exotic conifers bears basedonfearofattack wetland andgrassland habitats. potential futurespread otters movingfromlocationto date of2010 been recordedsince1960bythetarget otters tolocationswheretheyhave legislation too great. survive ifhumanpressurenot brown bearsareadaptablesocan greatest riskofextinction.European Small andisolatedpopulationsat PROSPECTS reduce needforotterstocrossroads. Bridges mustbemadeotterfriendlyto under significantthreatofroaddeath. numbers ofotters.However, ottersare have declinedresultinginincreasing PCB levelsinfreshwaterfoodchains PROSPECTS Otter Brown Bear

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