Forest Detectives Trail EXCURSION TRAINING MANUAL

Investigation Activities for Middle Childhood

education

Forest Detectives Trail EXCURSION TRAINING MANUAL

Investigation Activities for Middle Childhood First published in 2004 by Department of Acknowledgments Conservation and Land Management A number of people have contributed to this resource. Technology Park, Western Precinct, Their assistance and support is gratefully acknowledged. Dick Perry Avenue, Kensington, WA, 6151 Teachers who have trialled or reviewed this manual: The Department welcomes use of this publication Maree Morisey, Glen Forrest Primary School within the restraints imposed by the Copyright Act. Michele Botterill and Ian Ford, Helena College Jo Greenaway, Carmel College © Department of Conservation Jeff Sheahan, Helena Valley Primary School and Land Management 2004 Barbara Hopla, Northam Primary School Lyn Chennell, Edney Primary School Managing Editor: Elizabeth Moore Project Writer: Marie Jacquier For their encouragement and support in developing Graphic Designer: Alison Blackwell and finalising the content of the manual: Editor: Jan Knight Francois Jacquier and Pam Riordan, Louise Austen, Illustrations: Jillian Ruse John Carter, Lorita Schmitz and Anne Taylor Printed by Lamb Print Mark Garkaklis, Murdoch University, for providing his Printed on recycled paper. research data of the woylie and his encouragement and support in developing the content of the manual. Contents Page

Overview of Training Manual Aims ...... 1 Curriculum Framework Links ...... 1 Planning for the Forest Detectives Trail excursion ...... 2 Booking your excursion ...... 3 Key aspects of the Forest Detectives Trail ...... 3 Stages of learning ...... 4

Stage 1 - Conservation research Teachers’ Notes 1: Conservation Research ...... 7 Resource Sheet 1: A Forest Detective in Action ...... 9 Training Sheet 1a: Wonderful Woylies ...... 10 Training Sheet 1b: Learn the Lingo – A Word Card Swap Game ...... 11 Extension Training Sheet 1: Woylie Numbers ...... 12

Stage 2 - Research techniques Teachers’ Notes 2: Research Techniques ...... 15 Resource Sheet 2a: Looking at Evidence ...... 17 Resource Sheet 2b: Investigating Evidence ...... 18 Resource Sheet 2c: Evidence Keys (scats, tracks, bones, food, home/shelter) ...... 19 Training Sheet 2a: Forest Detectives Training – Unit Roles ...... 24 Training Sheet 2b: Mystery Animal ...... 25 Training Sheet 2c: Record of Animal Evidence ...... 26

Stage 3 - Tools of the trade Teachers’ Notes 3: Tools of the Trade ...... 29 Resource Sheet 3: Understanding Research Tools ...... 31 Training Sheet 3a: Tools for Investigating ...... 32 Training Sheet 3b: Code Breaking ...... 33 Training Sheet 3c: Make a Code Breaking Tool! ...... 36 Stage 4 - Site investigation Teachers’ Notes 4: Site Investigation ...... 39 Resource Sheet 4: The Jarrah Forest ...... 41 Training Sheet 4: Investigating the Jarrah Forest ...... 43

Stage 5 - Investigation debriefing Teachers’ Notes 5: Investigation Debriefing ...... 47 Resource Sheet 5: Recording and Reporting Your Findings ...... 49 Training Sheet 5: Preparing a Profile ...... 50 Extension Training Sheet 5a: Writing a Report ...... 51 Extension Training Sheet 5b: Conduct Your Own Research ...... 52

References ...... 53

Overview of Training Manual

Aims This Training Manual is designed to support a forest excursion, the Forest Detectives Trail, for Years 4 and 5 students. It is, however, suitable for students in the Middle Childhood Phase of Development and elements can be used effectively at school independent of the excursion.

On completion of this Training Manual students will: • increase their understanding of the need for scientific research and how it contributes to retaining biodiversity; • be familiar with the language and practices associated with forest conservation research; • improve their understanding of Western Australia’s unique fauna through exposure to current research; • be encouraged to extend their pledge as trainee Forest Detectives to learn more about our forests and about biodiversity; and • be encouraged to participate in positive community action that contributes to the protection and conservation of native wildlife.

Curriculum Framework Links The following chart summarises key curriculum Learning Area outcomes for this unit of work. The resource material and activities have been developed to achieve a range of key Learning Area outcomes and to be relevant to the Curriculum Framework.

Overarching Learning Outcomes Curriculum Framework 1, 3, 4, 5, 7, 12 and 13

Learning Area outcomes Curriculum Framework Society & Environment Science

Investigation, Communication and Working Scientifically Participation Investigating – Students investigate to answer Students investigate the ways in which people questions about the natural and technological interact with each other and with their world using reflection and analysis to prepare a environments in order to make informed decisions plan; to collect, process and interpret data; to and implement relevant social action. communicate conclusions; and to evaluate their plan, procedures and findings. Natural and Social Systems Acting responsibility – Students make Students understand that systems provide order decisions that include ethical consideration of to the dynamic natural and social relationships the impact of processes and likely products of occurring in the world. science on people and the environment.

Active Citizenship Science in Society – Students understand the Students demonstrate active citizenship through nature of science as a human activity. their behaviours and practices in the school Understanding Concepts environment, in accordance with the principles and values associated with democratic process, Life and Living – Students understand their social justice and ecological sustainability. own biology and that of other living things, and recognise the interdependence of life.

Forest Detective Trail Manual 1 English Mathematics

Speaking and Listening Chance and Data Students speak and listen with purpose, Students use their knowledge of chance and understanding and critical awareness in a wide data handling processes in dealing with data and range of contexts. with situations in which uncertainty is involved.

Viewing Working Mathematically Students view a wide range of visual texts with Students use mathematical thinking processes purpose, understanding and critical awareness. and skills in interpreting and dealing with mathematical and non-mathematical situations. Reading Students read a wide range of texts with Measurement purpose, understanding and critical awareness. Students use direct and indirect measurement and estimation skills to describe, compare, Writing evaluate, plan and construct. Students write for a range of purposes and in a range of forms using conventions appropriate to Technology & Enterprise audience, purpose and context. Materials Students use appropriate technology skills when selecting and using materials which are appropriate to achieving intended solutions to meet a technology need.

Values This manual recognises the ways in which the values clusters identified in the Curriculum Framework (particularly Social and Civic Responsibility and Environmental Responsibility) are embedded in the above outcomes and includes a focus on these in the learning program as part of the outcomes.

Students will recognise the need for:

4. SOCIAL & CIVIC RESPONSIBILITY 5. ENVIRONMENTAL RESPONSIBILITY 4.1 Participation and citizenship 5.2 Conservation of the environment 4.2 Community 5.4 Diversity of species 4.3 Diversity

2 Planning for the Forest Detectives Trail excursion The Resource Sheets and Training Sheets of the Forest Detectives Trail Training Manual are designed to prepare students for the Forest Detectives Trail excursion in the forest and to extend their learning following the excursion. Completing the pre-excursion Training Sheets before coming to the excursion will ensure that the students are well prepared and will maximise their learning.

The ten activities, together with the resources in the Training Manual and the excursion, may comprise a full term’s work. In addition there are three extension activities. The student Resource Sheets, Training Sheets and all the work completed by each student can be compiled into individual training manuals. Students can bring their training manual to the excursion. Their work will be acknowledged: their manuals will be signed and stamped with the Forest Detectives Trail logo.

There is flexibility within this manual to allow teachers and students to plan for a term’s work to complement regular class activities. An in depth, full term approach would involve students completing all activities and using the additional resources listed at each Stage (see Stages of Learning below).

If time is short, a minimum of four activities from the Training Manual is recommended to prepare students for the excursion. These activities are:

Stage 1. Learn the Lingo ...... page 11 Stage 2. Forest Detectives Training – Unit Roles .page 24 Mystery Animal ...... page 25 Record of Animal Evidence ...... page 26

Booking your excursion Bookings for the Forest Detectives Trail excursion need to be made in advance.

Perth metropolitan area bookings: The Hills Forest Discovery Centre Phone (08) 9295 6149, Fax (08) 9295 3247 or email: [email protected].

Enquiries for all other areas: Phone (08) 9334 0387 or Fax (08) 9334 0498.

Key aspects of the Forest Detectives Trail include: • Completing a training manual that students can share with the class and with their parents • Encouraging collaborative group work • Encouraging responsibility for individual tasks • Focusing on enquiry as a process for learning • Exploring a variety of learning technologies • Exposure to current research • Encouraging understanding of the value of knowledge • Providing opportunities for students to reflect on their learning

Forest Detective Trail Manual 3 Stages of learning • The five sequential stages of learning are appropriate for students working in small groups. • Teachers’ Notes, Resource Sheets for students and Training Sheets support the sequential stages. • The Forest Detectives Trail excursion follows the completion of Stage 4. • Stage 5 includes post-excursion activities that will complete the students’ Forest Detectives training. Stage 5 also includes extension activities.

Stage 1: Conservation Research The students are introduced to the concept and language of research through classroom discussion, investigation, activities and preparation of a list of organisations involved in nature conservation research.

Stage 2: Research Techniques This stage involves students in understanding how research is conducted. They will learn how to work as part of a research unit, what their individual role is and how to carry out an investigation.

Stage 3: Tools of the Trade A variety of equipment is used for the various methods of investigating animals. Students will become familiar with this equipment and have the opportunity to see radio tracking in action on their excursion.

Stage 4: Site Investigation Students will become familiar with the location and distinctive features of the investigation site. On completion of this stage students will be ready for the excursion.

Forest Detectives Trail excursion: a one-day field training trip to the forest

Case Briefing Session for students to learn about their field investigation and the mystery to be solved.

Woylie Encounter during which students meet a brush-tailed bettong (‘woylie’ is the Aboriginal name), the animal that is the focus of the mystery, and other jarrah forest animals.

On The Trail where students investigate established trails. Evidence is found including scats, skulls, tracks, home sites, diggings and scratchings. A basic key will be used for students to identify forest animals.

Where’s Woylie! A whole group session where a radio tracking device is used to track an animal. The prime suspect is found and the mystery solved!

Stage 5: Investigation Debriefing To conclude the Forest Detectives Trail excursion, students prepare a profile of the animal their unit investigated. At this stage each unit shares the findings from their investigation with the class. As an extension of this stage students are encouraged to put their training into action and develop their own investigation.

4 stage 1 Conservation Research 1 6 Forest Detective Trail Manual Stage 1. Conservation Research Teachers’ Notes 1

This stage introduces the students to the concept and language of research through a classroom brainstorm and discussion, investigation and preparation of a list of organisations involved in nature conservation research.

Background information Resources Research is an important part of the conservation of Resource Sheet 1, A Forest Detective in native animals and their habitat. Research enables us to Action (1 per unit); better understand how animals live and interact in their Training Sheet 1a, Wonderful Woylies; environment. It is vital to the protection of species and for Training Sheet 1b, Learn the Lingo maintaining biodiversity. (1 per student)

The Department of Conservation and Land Management plays an important role in contributing to research that Additional resources aims to improve the management and conservation of our forests. Other government departments, universities Printed and private and voluntary conservation organisations also Department of Conservation and Land contribute to conservation research. Management, Western Wildlife Vol. 5, No 1 ‘Hopping Soil! Woylies Dig up a Treat in our Remnant Woodlands’ by Mark Garkaklis Definitions Available from Customer Service Section, Biodiversity - The biological diversity of all life on earth Department of Conservation and Land together with the non-living components (atmosphere, Management: Phone (08) 9334 0437; oceans, freshwaters, rocks and soils) forming an Fax (08) 9334 0498. interdependent system. The biodiversity of forests means Department of Conservation and Land everything living there: the microscopic organisms, the Management LANDSCOPE magazine, Spring invertebrates, the vegetation, the animals as well as 1998. ‘Bouncing Back, Western Shield Update’ the humans.

Conservation research - Scientific investigation of the Internet sites natural world that contributes to knowledge, Australian Association for Environmental understanding and protection of the environment. Education: ‘Case Study 1. Woylies, Fungi and the Jarrah Forest’ at Fungi - A group of plants that lack leaves and chlorophyll http://membera.iinet.net.au/~aaeebbb/cs1.htm and reproduce by spores. Mushrooms are common fungi that have above ground fruiting bodies. Truffle-like fungi Kidcyber Topics: produce a fruiting body below ground that is eaten by http://kidcyber.com.au/topics/woylie.htm woylies. Perth Zoo: ‘Native Species Breeding Habitat - The natural environment of a plant or an and Research at Perth Zoo’ at animal. With reference to animals, it is the place where http://www.perthzoo.wa.gov.au they live (inhabit). Synergy vol. 2 no. 4 ‘Digging up an Impact on the Environment’ at Concepts http://wwwcom.murdoch.edu.au/ Research is vital to understanding the details of how synergy9804woyliehtml animals live and interact in their environment. Department of Conservation and Land The Department of Conservation and Land Management Management: ‘NatureBase’ at contributes through research to improving the http://www.naturebase.net management of our forests and to biodiversity conservation.

Stage 1. Conservation Research 7 Stage 1. Conservation research Teachers’ notes 1 continued … Teacher directions

1 Prepare resources for students from Training 7 Learn the Lingo – a word card swap game Manual. Learn the Lingo is played between students in Resource Sheet 1, A Forest Detective in their own unit. Each student selects four words Action (1 per unit) from the Learn the Lingo word and phrase list. Training Sheet 1a, Wonderful Woylies; Students search for the meaning of their words. Training Sheet 1b, Learn the Lingo Students write each of their words and their (1 per student). definition on a card. As students learn each of their words they can swap with someone in their 2 Prepare equipment students need to make unit who also knows the meaning of their words. the Learn the Lingo game: The aim is to swap as many cards as they can. Students can record the words they know in cards (four business card size per student) their manual, adding to the list as they learn Learn the Lingo word and phrase list – more words and swap more cards. 1 per unit Learn the Lingo can be played over a series of 3 Establish workstations at which different sessions before students come to the excursion. resources are available prior to the lesson. 8 Extension Training – Woylie Numbers Students and school librarians can assist in gathering additional resources. Woylie Numbers is a maths activity for individual students or units that have completed all 4 As a class, brainstorm the subject of research activities for Stage 1. Students can use using the background information provided. Resource Sheet 1 to make some interesting Note on a board the organisations involved in calculations about woylies. conservation research and the type of research conducted. Provide time for them to experiment with digging in a sandpit so they can get a good visual 5 Organise class into six groups (‘investigation understanding of the amount of soil woylies dig. units’ that are to be retained for the excursion). Each unit has access to resources, Resource 9 Training manual Sheet 1 and Training Sheets 1a and 1b. On completion of Stage 1 students prepare a folder or file to contain work they complete for 6 Students read Resource Sheet 1 and complete all stages. This will be their individual training the activities on Training Sheets 1a and 1b. manual. Students can design their own cover for their training manuals. The first page of their training manuals can record the Resource Sheet and Training Sheets as they complete them. This could then become the table of contents for their training manuals.

10 Reflect At the end of this stage give students some time to reflect on the activities they have completed and to note these reflections in their training manual. The recordings could be diary entries in their manual.

8 Forest Detective Trail Manual Resource Sheet 1: A Forest Detective in Action

Research scientists are like detectives. They investigate, analyse evidence and solve mysteries about the environment. The results of their investigations can contribute to the protection of wildlife. Research is important for biodiversity.

Many conservation organisations, universities, volunteer groups and government departments, including the Department of Conservation and Land Management, are involved in research.

• Woylies dig for their food.

• Bulbs, seeds and fruit are on the woylie menu but truffles are their favourite food. Woylie (Bettongia penicillata) • Truffles are the underground fruits of fungi. The fungal spores are found in woylie scats. Woylies contribute to • These fungi have a close connection with the trees the health of the soil in the forest where woylies live. Eucalyptus trees depend on the fungi to help them absorb their food. and the biodiversity

• When woylies dig for their food they help to keep the of the forest. soil healthy.

• A woylie in one night can make more that 100 diggings of 5 to 15 centimetres. In one year a woylie can turn over more than 5 tonnes of soil. Imagine, several small trucks of soil moved by one small animal!

• All this digging, or farming, by the woylie changes the forest soil. It becomes more water absorbent and contains more nutrients (food) and soil invertebrates so it is healthier.

Mark Garkaklis is a research scientist at Murdoch University. His recent woylie research is digging up more than evidence about woylies!

Woylie Digging

Undisturbed soil Digging Undisturbed soil

Wet soil

Stage 1. Conservation Research 9 Training Sheet 1a: Wonderful Woylies

What to do

1 Study Resource Sheet 1, A Forest Detective in Action.

2 Read and discuss with your unit.

3 Brainstorm with your unit about groups or organisations involved in conservation research. List these organisations and the type of research they may conduct.

4 From reading these findings and looking at the diagram of a woylie digging, what conclusions do you think the research scientist would make?

5 The jarrah forest is made up of complex relationships. Draw a diagram that illustrates how the following organisms in a forest community interact.

woylie soil invertebrate jarrah tree fungi

6 What would happen if one of these organisms died? Use words or a diagram to illustrate your answer.

10 Forest Detective Trail Manual Training Sheet 1b: Learn the Lingo

A Word Card Swap Game What to do

1 To be a Forest Detective you need to learn the lingo!

• There are 20 words or phrases you need to know to complete your Forest Detective training (see list below). Each unit requires a set of 20 Word Cards to play Learn the Lingo.

• In your unit, read the Learn the Lingo list and select four words to make your Word Cards.

• Look up the definition of your four words. Write each word and meaning on a blank card.

• When you know each word you are ready to find someone in your unit to swap Word Cards.

• You can swap a Word Card with a student in your unit if you both know the meaning of the word on the cards you wish to swap.

• When you swap a Word Card, record the word and its meaning in your training manual.

The aim is to learn as many words and swap as many cards as you can throughout your Forest Detective training.

Learn the Lingo word and phrase list conservation research biological key fungi evidence/Evidence Key field research feral animals biodiversity scats herbivore direct investigation habitat carnivore indirect investigation monitor insectivore tracks/fore print and hind print debriefing omnivore radio tracking profile/report

2 Make your own Forest Detective training manual

• Put all your Resource Sheets, Training Sheets and completed work into a file.

• Design a cover for your training manual.

• Bring your training manual on your excursion to be signed and stamped with the Forest Detectives Trail logo.

3 Reflect

Take some time to think about the activities you have completed. Record your thoughts in your training manual.

Stage 1. Conservation Research 11 Extension Training Sheet 1: Woylie Numbers

1 Use Resource Sheet 1, A Forest Detective in Action, and the following information to make some interesting calculations about woylies.

• In a healthy woylie population, one woylie inhabits 1 hectare of forest.

• It is estimated that one woylie can complete an average of 66 diggings in one night.

• A digging to a depth of 10 centimetres can result in the movement of 500 grams of soil.

a) In an area of forest of 10 hectares with a healthy population of woylies, how many diggings would you expect to find in total in one night?

b) If all the woylies in this area dug to a depth of 10 centimetres, how much soil in total, would you expect to be moved in one night?

c) If the population of woylies in this area dropped dramatically by 50%, what would happen to the amount of soil moved in this area in one night?

d) What would happen to the condition of the soil in this area?

2 Dig like a woylie!

To get some idea of just how much soil a woylie moves each night, try digging like a woylie in a sandpit.

Find a container that holds one woylie digging (500 grams of soil).

Fill the container with sand from the sandpit and pour the soil into a larger container. Try various sized containers to get an idea of how much soil a woylie digs over time.

How many diggings does it take to fill the larger container?

3 Design your own woylie-digging riddle for your friends.

For example, you could pour a certain number of 500 gram containers of soil onto a pile in the sandpit and get your friends to guess how many diggings there are in the pile. How many different woylie digging riddles can you come up with?

Think like a wily woylie and get digging!

12 Forest Detective Trail Manual stage 2 Research Techniques 2 Forest Detective Trail Manual Stage 2. Research Techniques Teachers’ Notes 2

This stage involves students understanding how research is conducted. They will learn how to work as part of a research unit, what their individual role is and how to carry out an investigation. This stage will prepare students for the Forest Detectives Trail excursion.

Background information Definitions There are many techniques used in conservation Direct investigation research. Field research may involve direct Observing and recording the behaviour of animals in observation or the gathering of evidence of animals their natural habitat in their habitat. These are known as the direct or indirect methods. During the Forest Detectives Trail Indirect investigation excursion, students will be using the indirect Gathering evidence about animals in their natural method. They will gather evidence from animals that habitat. This evidence reveals how the animal lives live in the jarrah forest. Learning to analyse the without directly observing the animal. evidence will teach the students about these animals and their habitat. The evidence includes Evidence scats, tracks, remains and diggings, scratchings Signs or traces of animals in their habitat. These and home sites. may include bones and other remains, scats, tracks, feeding signs, diggings, scratchings and home sites. An evidence key can be used to Resources analyse evidence. Resource Sheet 2a, Looking at Evidence; Resource Sheet 2b, Investigating Evidence; Scats Resource Sheet 2c, Evidence Keys: Scats, Tracks, Scientific word used for animal droppings. Bones, Food, Home/Shelter (1 per unit); and Scats are used to identify animals and their diet. Training Sheets 2a, 2b, 2c (1 per student). Tracks Footprints made by animals. Tracks can be used to Additional Resources identify animals and can indicate how and where they were moving. Printed Morrison, RGB (1981). A Field Guide to the Tracks and Traces of Australian Animals. Rigby. Concepts Conservation research can be conducted using a Triggs, B (1999). Tracks, Scats and Other Traces: variety of methods. A field guide to Australian Mammals. Oxford University Press. • The direct method of field research involves making observations of live animals in their Department of Conservation and Land habitat. Management LANDSCOPE magazines: see References section in this Training Manual. Ask your • The indirect method of field research involves school librarian to source these for photographs of searching for evidence of animals and analysing woylies and their habitat. that evidence. • Research scientists use existing information Internet sites together with direct observation and the Department of Conservation and Land Management: gathering of evidence to understand ‘NatureBase’ at http//www.naturebase.net ecosystems. Understanding an ecosystem can assist Environment Australia: http://www.biodiversity. • scientists and forest managers to protect animals environment.gov.com.au/threaten/index.htm and their habitat. Perth Zoo: http://www.perthzoo.wa.gov.au • Conservation research is essential for maintaining biodiversity.

Stage 2. Research Techniques 15 Stage 2. Research Techniques Teachers’ notes 2 continued … Teacher Directions 1 Prepare resources for students from the 5 The answer to the Mystery Animal activity is Training Manual. the western grey kangaroo. When students have completed the activity you can confirm Resource Sheet 2a, Looking at Evidence; their answer. Resource Sheet 2b, Investigating Evidence; Resource Sheet 2c, Evidence Keys (set of 5) 6 Training manual (1 per unit*) Allow students time to complete their training Training Sheet 2a, Forest Detectives Training manuals. Training Sheets 2a, 2b and 2c and all – Unit Roles; Training Sheet 2b, Mystery work completed for Stage 2 are to be added Animal; Training Sheet 2c, Record of Animal to their training manuals. Evidence (1 per unit*) *ORprepare a set of overheads of Evidence 7 Reflect Keys and Training Sheets to complete the Give students time to reflect on the activities activities as a class. and to record their reflections in their training manuals. 2 Prepare equipment for making nametags. nametag template (1 per student) 8 An alternative is to work through the analysis card for nametags procedure as a class using Evidence Keys as hole punch and pins overheads. Note: keep nametags for the excursion. Biological key 3 Establish workstations where resources are Stage 2 introduces students to biological keys. An available before the lesson. Students and investigation tool that assists the user in identifying school librarians can assist in gathering living and non-living organisms in the natural world. additional resources. A key consists of choices that lead the user to the correct name of what is being identified. 4 Students work in their investigation units formed in Stage 1 or as a class.

Read and discuss Resource Sheet 2a, Looking at Evidence.

Read Training Sheet 2a, Forest Detectives Training – Unit Roles and make a role nametag.

Read Resource Sheet 2b, Investigating Evidence. Students will need to read and understand how to carry out a field investigation. The directions in Resource Sheet 2b relate to what they will do on their excursion.

Read and complete Training Sheet 2b, Mystery Animal.

16 Forest Detective Trail Manual Resource Sheet 2a: Looking at Evidence

You can learn about animals by observing them directly or indirectly:

Direct Investigation Observing and recording the behaviour of animals in their natural habitat

Indirect Investigation Gathering evidence about animals in their natural habitat. This evidence reveals how the animal lives without directly observing the animal.

Evidence – what to look for in the forest Walking through the forest you can find signs of animal activity including tracks, scats, shelters, feeding signs and bones. Knowing what to look for and being able to ‘read’ the signs can help you identify an animal and understand how it lives. An Evidence Key is used to determine what animal left the evidence.

Scats Scientific word used for animal droppings. Scat size, shape, texture and colour can be used to identify an animal and reveal its diet.

Tracks Tracks are the prints made by an animal’s feet. Tracks can be of back footprints or a pattern of both back and front footprints. The shape and size of a track or track pattern can identify an animal.

Bones The bones and other remains can identify an animal. The skull shape and size is often used for identification.

Food Remains of the food that an animal eats indicates if the animal is a herbivore, carnivore, insectivore or omnivore.

Shelter or Home Animals have special types of shelter. Shelter sites and nests can reveal the identity of an animal.

Stage 2. Research Techniques 17 Resource Sheet 2b: Investigating Evidence

How to carry out an investigation! As a Forest Detective in training, you will have a role to play in a field investigation on your excursion. You will analyse evidence from animals in their natural habitat. The instructions below tell you what to do as part of that investigation. It is important that you understand what to do and what your role is before your visit. Take turns in your unit to read each of the steps.

Read carefully and be prepared for your field investigation! Follow these instructions. Keep to the trail Handle evidence with care Walk slowly Work as a team

Note: Damage to the evidence could lead to incorrect findings and jeopardise the investigation!

Follow these steps at the five evidence sites.

Step 1. Site Observer leads the search for evidence along the assigned trail.

Step 2. Site Observer marks the area where the evidence is found before the evidence is touched. Only the Evidence Handler is allowed in the evidence site.

Step 3. Decoder reads the code on the evidence post, decodes it and informs the unit what type of evidence it is.

Step 4. Evidence Handler puts on a glove and is the only one to handle the evidence.

Step 5. Reporter reads out appropriate key and explains what to do.

Step 6. Evidence Handler with the Analyst observes the evidence closely. Analyst takes measurements and gives the information to the Recorder.

Step 7. Recorder, assisted by the Site Observer, records the evidence on the Record of Animal Evidence. • Remain together as a unit at each site until the Site Observer checks the evidence recorded and is ready to lead you to the next evidence site. • Proceed to next evidence site. Repeat steps 1 to 7 for all five evidence sites. • The trail concludes with the finding of the home site. If your unit is unsure about the conclusion, review your findings or carry out further investigations.

Have you read and understood the instructions? Yes!

Site Observer now hands out the equipment to each member of the unit.

You are now ready to investigate!

18 Forest Detective Trail Manual Resource Sheet 2c: Evidence Key

SCATS Procedure

1 Select scat shape.

2 Measure width across the widest part of scat.

3 Select scat size group.

4 Select animal group from list (A to E).

5 Record group of possible animals on Training Sheet 2c, Record of Animal Evidence.

6 Go to next Evidence Site.

Shape Size Animal *

Long 2 cm or more A cat, chuditch, nyingarn, red fox

2 cm or more B bilby, boodie, koomal, mardo, numbat, ngwayir, quenda, wambenger, woylie

Oval, round, 2 cm or more C feral pig, yonga or square 2 cm or more D koomal, quokka, rabbit, western brush wallaby, yonga,

No specific shape E bat, eagle, tawny frogmouth, or form; a splat white-tailed black cockatoo

* see Training Sheet 2c for English names

Stage 2. Research Techniques 19 Resource Sheet 2c: Evidence Key

TRACKS Procedure

1 Select track shape.

2 Measure length of track.

3 Select track size group.

4 Select animal group from list (A to L).

5 Record group of possible animals on Training Sheet 2c, Record of Animal Evidence.

6 Go to next Evidence Site.

Shape Size Animal *

Two tracks 15 cm or longer A western brush wallaby, yonga Long narrow track (hind) 10 cm – 15 cm B bilby, quenda, quokka, + small track (fore) western brush wallaby measure long track 8 cm – 10 cm C boodie, quenda, woylie

One track 10 cm or longer D western brush wallaby Long narrow track; no small track 6 cm – 13 cm E quokka measure long track 4 cm – 8 cm F boodie, woylie

Two tracks 10 cm – 15 cm G chuditch, koomal, ngwayir, nyingarn Different shapes and sizes; not long and narrow 5 cm – 10 cm H chuditch, ngwayir, wambenger measure track pattern (front claw tip to hind heel) 1 cm – 5 cm I bush rat, mardo

Two tracks both same 6 cm – 10 cm J red fox shape and size measure hind track 4 cm – 5 cm K cat, rabbit

L bat, eagle, owl, tawny frogmouth, No distinct track evident white-tailed black cockatoo

* see Training Sheet 2c for English names

20 Forest Detective Trail Manual Resource Sheet 2c: Evidence Key

BONES Procedure

1 Measure length of skull.

2 Select animal group from list (A to F).

3 Record group of possible animals on Training Sheet 2c, Record of Animal Evidence.

4 Record any other remains at the site.

5 Go to next Evidence Site.

Skull Length Animal * 20 cm – 30 cm A feral pig, yonga

13 cm – 20 cm B red fox, western brush wallaby

10 cm – 13 cm C chuditch, nyingarn

5 cm – 10 cm D cat, chuditch, eagle, owl, tawny frogmouth, white-tailed black cockatoo

3 cm – 5 cm E bat, bush rat, mouse, mardo, wambenger

1 cm – 3 cm F bat, mardo

* see Training Sheet 2c for English names

Stage 2. Research Techniques 21 Resource Sheet 2c: Evidence Key

FOOD Procedure

1 Select type of leftover food.

2 Select food group.

3 Select animal group from list (A to D).

4 Record group of possible animals on Training Sheet 2c, Record of Animal Evidence.

5 Go to next Evidence Site.

Leftover Food Food Group Animal * Animal remains Carnivore A cat, chuditch, eagle, mardo, - bones, feathers, etc owl, red fox, tawny frogmouth, - regurgitated pellets wambenger

Plant remains Herbivore B boodie, koomal, ngwayir, - flowers rabbit, western brush wallaby, - leaves, grass white-tailed black cockatoo, - bulbs, roots, fungus woylie, yonga

Animal remains Omnivore C bilby, bush rat, quenda (including insects) and Plant remains

Insect remains or Insectivore D bat, numbat, nyingarn Signs of insect activity

* see Training Sheet 2c for English names

22 Forest Detective Trail Manual Resource Sheet 2c: Evidence Key

HOME/SHELTER Procedure

1 Select type of home/shelter.

2 Select size/other details group.

3 Select animal group from list (A to M).

4 Record group of possible animals on Training Sheet 2c, Record of Animal Evidence.

5 Go back over all evidence.

Home/Shelter Size/Other Details Animal*

Burrow below Greater than 20 cm A red fox ground 10-20 cm B bilby, boodie, chuditch, rabbit

Less than 10 cm C bush rat, mardo, numbat

Unconstructed Open grassland, woodland D western brush wallaby, yonga resting place Under logs, thick scrub or E chuditch, nyingarn, quokka undergrowth

Dense bushes F ngwayir

Perch in tree or branch G tawny frogmouth

Enclosed shelter; Cave or rock crevice H bat, chuditch, nyingarn no constructed nest Hollow logs or stump near I cat, chuditch, nyingarn, red fox ground

Tree hollow J cat, chuditch, koomal, red fox

Enclosed shelter; Tussock, grasstree skirt or K bush rat, mardo, quenda, woylie constructed or undergrowth partially constructed Hollow log or stump L quenda, wambenger nest Drey: bulky nest in tree M ngwayir trunks or branches

* see Training Sheet 2c for English names

Stage 2. Research Techniques 23 Training Sheet 2a: Forest Detectives Training

Unit Roles As part of your Forest Detective training you need to be familiar with the type of evidence that can be found, know what role each member in your unit is going to play and know how to carry out an investigation. There are six roles for each unit, each with a task and equipment for the investigation. If there are five students in your unit, one can be both Site Observer and Decoder.

What to do

1 Read and discuss Resource Forest Detective Sheet 2a, Looking at Evidence. Name: 2 Select a role and make a nametag. You will need a nametag template, card for nametag, hole punch and pins. Role: a) In your unit read and discuss the Forest Detectives roles and tasks below.

b) Each student in your unit selects a role for the field investigation.

c) Make a nametag using the nametag template. Write your name and role on the front of the nametag. Write your task and equipment on the back. Decorate and colour.

Role Task Equipment Site Observer Lead the unit site marker Mark investigation site kit bag Carry kit bag Hand out and check in equipment

Decoder Decode sign on evidence post Training Sheet 3c

Evidence Handler Handle evidence with extreme care glove, brush, tweezers

Analyst Assist Evidence Handler Ruler, magnifying lens Analyse and measure evidence

Reporter Read Evidence Key Evidence Key Make conclusions about evidence

Recorder Record evidence clipboard, pencil, Make conclusions about evidence Record Sheet

3 Read Resource Sheet 2b, Investigating Evidence.

4 Read and complete Training Sheet 2b, Mystery Animal, and Training Sheet 2c, Record of Animal Evidence.

24 Forest Detective Trail Manual Training Sheet 2b: Mystery Animal

What to do 1 Look at the Evidence of mystery animal table below.

2 Follow the steps on each Evidence Key.

3 Write on the Record of Animal Evidence the animals that the evidence may have come from.

4 Complete analysis of all evidence.

5 Look at your Record of Animal Evidence to see which animal was recorded for all five types of evidence.

Evidence of mystery animal "I am a jarrah forest animal. Explore the forest in the early morning or late afternoon and you may see me. Use your Forest Detectives training to analyse the evidence below and you will identify me!" Type of Evidence Diagram of Evidence Scats (Scale 1:1)

Tracks (Scale 1:2)

Bones (Scale 1:4)

Food Food

Home

Home

What is my identity?

Briefly describe the mystery animal

Stage 2. Research Techniques 25 Training Sheet 2c: Record of Animal Evidence

Animal Scats Tracks Food Bones Home

bat

bilby

boodie (burrowing bettong)

bush rat

cat

chuditch (western quoll)

eagle

feral pig

koomal (brush-tailed possum)

mardo (antechinus)

ngwayir (ringtail possum)

numbat

nyingarn (echidna)

owl

quenda (southern brown bandicoot)

quokka

rabbit

red fox

tawny frogmouth

wambenger (brush-tailed phascogale)

western brush wallaby

white-tailed black cockatoo

woylie (brush-tailed bettong)

yonga (western grey kangaroo)

Record details of evidence and any other evidence found.

Evidence Site 1.

Evidence Site 2.

Evidence Site 3.

Evidence Site 4.

Evidence Site 5.

26 Forest Detective Trail Manual stage 3 Tools of the Trade 3 Forest Detective Trail Manual Stage 3. Tools of the Trade Teachers’ Notes 3

This stage introduces students to some equipment used for conservation research. They will become familiar with the equipment they will be using as part of their field investigation.

Background information Definitions Research scientists use various tools of the trade Radio tracking when conducting field investigations. This equipment The process of tracking the location of an animal is often specialised and may be designed specifically wearing a radio transmitter that emits a signal, for the needs of the research. The type of equipment which can be detected by a research scientist with used will be determined by the nature of the a radio receiving set and an antenna. research, the location and method of research.

Direct investigation involves observing animals in Field research their habitat. The equipment includes cameras The scientific investigation of the natural world by (video and still), binoculars, traps, universal bait, direct or indirect observation in the environment. collection bags, measuring devices (callipers, spring balances), sampling equipment (syringes, sample Monitor tubes) and ear tagging equipment. To observe and gather specific information and to keep records of observations. In field research it is Indirect investigation involves collecting evidence of valuable to have ongoing monitoring so that records animals from their habitat. The equipment includes can be compared over time. sample collection containers, callipers, hand lenses, microscopes, hair tubes (device used to collect traces of hair and fur), photography (record tracks, Concepts scratchings, diggings and home sites in the field), biological keys (to identify scats, tracks and other • Specialist equipment is used by research officers traces of animals), tweezers, gloves, brushes, radio- to carry out field investigations. tracking device, radio collars, implant chips and • ‘Tools of the Trade’ are specific to the type of maps. research and the location in which it is conducted. Resources Resource Sheet 3, Tools of the Trade (1 per unit); Training Sheets 3a, Tools for Investigating; Training Sheet 3b, Code Breaking; Training Sheet 3c, Make a Code Breaking Tool! (1 per student), Template for code breaking tool

Additional Resources Printed Department of Conservation and Land Management LANDSCOPE magazine article ‘Tools of the Trade’ by Tony Friend, Autumn 2001

Internet sites Department of Conservation and Land Management: ‘NatureBase’ at http://www.naturebase.net

Stage 3: Tools of the Trade 29 Stage 3. Tools of the Trade Teachers’ Notes 3 continued … Teacher Directions 1 Prepare resources for students from 6 When students complete the decoding activity, Training Manual. confirm the message: Resource Sheet 3, Tools of the Trade - (1 per unit) Where’s woylie! Training Sheet 3a, Tools for Investigating; A woylie wearing a radio collar is Training Sheet 3b, Code Breaking; missing. Training Sheet 3c, Making a Code Breaking Come to the forest and solve the Tool! (1 per student) missing woylie mystery. 2 Prepare equipment that students will use Marginata Jarrah to make a code breaking tool. 7 Training manual code breaking tool template (1 per unit) card for one 18 centimetre circle and one 14 Allow students time to complete their training centimetre circle (1 of each per unit) manuals. Training Sheets 3a, 3b and 3c and all markers, split pins, scissors and glue work completed for Stage 3 need to be added to their manuals. 3 Establish workstations at which different resources are available prior to the lesson. 8 Reflect Students and school librarians can assist in the gathering of additional resources. Give students time to reflect on the activities and to record their reflections in their training 4 Students work in their investigation units. manual. 5 Students read Resource Sheet 3 and complete Training Sheets 3a, 3b and 3c in their units. Students will need to use the code breaking tool template for 3b and 3c.

30 Forest Detective Trail Manual Resource Sheet 3: Understanding Research Tools

Research scientists use special equipment or ‘Tools of the Trade’ to track, observe, catch, measure and analyse animals in their environment.

The equipment used for an investigation depends on the method used to study the animal. The method used is determined by how easy or difficult it is to find, observe or catch the animal.

Equipment must be lightweight and easy to carry in the field.

Equipment used for direct investigations includes binoculars, spring balances, traps and ear tagging equipment.

Equipment used for indirect investigations includes containers for scats, hair tubes (device used to collect traces of animal hair and fur), callipers to measure the length of tracks and radio tracking equipment.

Radio tracking devices are valuable research equipment.

• They are used to monitor the movement of animals in their habitat. A small transmitter fitted to the animal sends a radio signal. The researcher receives the signal and locates the animal.

• The location of nesting and feeding sites, and the distribution of the animal can be monitored with radio transmitters.

• Radio tracking is very important for understanding what happens to animals that are bred in captivity and released into the wild. It is vital if the animals are an endangered species.

As part of your Forest Detectives field training you will take part in a radio tracking search.

What’s in the kit bag? On the Forest Detectives Trail excursion, each unit will be supplied with a kit bag of equipment to conduct an investigation and analyse evidence found in the forest.

tweezers

brush clipboard, pencil rubber, ruler

magnifying lens site marker, glove, role nametags Evidence Keys and Bush Book Record of Animal Evidence

Stage 3: Tools of the Trade 31 Training Sheet 3a: Tools for Investigating

What to do 1 Read and discuss Resource Sheet 3, Tools of the Trade, with your unit. List and describe the ways in which equipment is used for field research. a) Direct Investigation

b) Indirect Investigation

2 In Stage 2 you made a nametag and chose a role for the excursion investigation. a) What is the title of your role and what will be your task?

b) What equipment do you need to complete your task?

3 Radio Tracking devices are used to monitor the movement of animals in their habitat. Why is it important to radio track captive-bred animals after they are released into the wild?

4 Write a short story of an adventure of an animal bred in Tune in to 098fm captivity and released into the wild. Use your knowledge and Radio Woylie for my your imagination! Perhaps the next adventure! animal has a special radio collar that is able to transmit all information about what is happening to the animal, including its thoughts, direct to you the research scientist!

32 Forest Detective Trail Manual Training Sheet 3b: Code Breaking

To be a good Forest Detective you need to be observant and be able to solve mysteries. Working on word puzzles and codes is good training for Forest Detectives.

What to do 1 In your unit read the code clues.

2 Use the code clues to help you work out what letters the symbols represent.

3 Use the template for the code breaking tool to record the letters below the symbols. Write the letter on the inside of the circle.

4 Some of the letters have already been recorded on the code breaking tool template.

5 Decipher the message.

6 Make a code breaking tool using the code breaking tool template.

Code Clues - Use these clues to help you decipher the message. • A common clue that code breakers use to crack codes is the frequency of letters. In English the most frequent letter used is said to be ‘e’.

• Count the number of each symbol in the message to find which symbol is ‘e’. As you count the symbols record the number of each symbol on the code breaking tool in pencil next to the symbol.

• The most common three letter word ending in ‘e’ is ‘the’. Find all the three letter words ending in ‘e’ and you can fill in all the ‘t’s and ‘h’s.

• A Senior Detective, whose code name is a Eucalyptus tree found at the Hills Forest, signed this message. Her first name is part of the scientific name used for the tree. Her last name is the common name used for the tree. What letter does her last name end with? Work out her name and decode more letters.

• Now look for almost complete words and see if you can work out the whole word. Look for possible sequences, for example, ‘i’ followed by a double symbol could be ‘ss’ or ‘ll’. Look for words which end with ‘i_g’; the central letter may be ‘n’ and words that start with ‘an_’. The last letter may be ‘d’.

• Use these clues and similar strategies to help you decode the complete message.

Stage 3: Tools of the Trade 33 Training Sheet 3b: Code Breaking continued...

Message in code This is a coded message. It tells you about your task for your excursion. Use the code clues to break the code and decipher the message to learn about the forest mystery!

’ ! ’ !

.

.

34 Training Sheet 3b: Code Breaking continued...

Code Breaking Tool Template Follow the instructions on Training Sheet 3c to make a code breaking tool with your unit.

z v

w

q

b k y x

Stage 3: Tools of the Trade 35 Training Sheet 3c: Make a Code Breaking Tool!

For the excursion each unit will need a code breaking tool to identify sites marked with the code in the forest. When you decode the message on Training Sheet 3b, you will know what letter each symbol represents. Your unit can then make a code breaking tool.

You will need • code breaking tool template – 1 per unit

• card for one 18 centimetre circle and one 14 centimetre circle – 1 per unit

• markers, split pins, scissors and glue

What to do 1 Cut out code circle template (18 centimetre) and glue on to card (unless directly copied onto card).

2 Use your decoded message to write the letters that represent the symbols on the inside circle. Some of the letters have already been completed for you.

3 Cut another circle 14 centimetres in diameter.

4 Cut a 1.5 centimetre triangle section of this circle into the centre as shown in the diagram

1.5cm

14cm

5 Join the two circles in the centre with a split pin.

q

18cm

6 Rotating the top circle will reveal which letter is represented by each symbol.

36 Forest Detective Trail Manual stage 4 Site Investigation

4 37 Forest Detective Trail Manual Stage 4. Site Investigation Teachers’ Notes 4

Background information Resources Research scientists involved in field research need Resource Sheet 4, The Jarrah Forest (1 per unit); to be well prepared before beginning their site Training Sheet 4, Investigating the Jarrah Forest investigation. They want to know as much as (1 per student) possible about the study area and be familiar with the animals of the habitat. The scientists will read previous research of the area or similar areas, look Additional Resources at maps and photographs and read descriptions of Printed the area to gain as much knowledge as possible. This helps them in the field when gathering specific Bush Books: see References section in this Training information and gives them time to investigate Manual. things not already known or fully understood. LANDSCOPE magazines: see References section in Your students will also need to be familiar with the this Training Manual. location so that on their field training day we can focus specifically on the mystery to be solved. Internet sites Department of Conservation and Land Management: ‘NatureBase’ at Concepts http://www.naturebase.net • Research scientists can be more effective in their research if they already have some familiarity with the field study site. • Research scientists can focus on what is least known or understood if they have some background information about the location of their research. • Research scientists need to have an open mind about the existing knowledge of a site as further research may confirm or refute current knowledge. That makes research exciting!

Stage 4. Site Investigation 39 Stage 4. Site Investigation Teachers’ Notes 4 continued … Teacher Directions 1 Prepare resources for students from 6 At the conclusion of Stage 4 students will be Training Manual. ready to attend the Forest Detectives Trail excursion. The following checklist will assist in Resource Sheet 4, The Jarrah Forest your preparation for the excursion. (1 per unit) Training Sheet 4, Investigating the Jarrah Confirm booking details. Forest (1 per student) Bookings for the Forest Detectives Trail 2 Establish workstations at which different excursion need to be made in advance. resources are available prior to the lesson. Perth metropolitan area bookings: The Hills Students and school librarians can assist in the Forest Discovery Centre Ph: (08) 9295 6149, gathering of additional resources. Fax (08) 9295 3247, email: [email protected] 3 Students to work in their investigation units. Enquiries about other sites: (08) 9334 0387 4 Students to read Resource Sheet 4 and to or Fax (08) 9334 0498 complete Training Sheet 4 in their units. Alternatively, this activity could be done as a Review Stage 1-4 whole class activity. Re-read Resource Sheet 2b, 5 Allow students time to complete their training Investigating Evidence manuals. Training Sheet 4 and all work completed for Stage 4 need to be added to Prepare items to take to the their manual. excursion. • nametags • training manual – each student to bring their own • decoding tool – each unit to bring one

7 Reflect Give students time to reflect on the activities completed for Stage 4 and to record their reflections in their training manuals.

40 Forest Detective Trail Manual Resource Sheet 4: The Jarrah Forest

Research scientists need to be familiar with their study area to conduct an effective forest investigation. The study area for your investigation is the jarrah forest. Find out as much as you can about the jarrah forest before your excursion.

The jarrah forest extends from north of Perth to Albany in the south. See the map on Training Sheet 4.

The jarrah tree (Eucalyptus marginata) is the main tree type found in the forest. Other tree species include the marri, banksia, sheoak and blackbutt. There are many different species of understorey plants.

The jarrah forest soil is very low in nutrients (food). A finely balanced cycle of nutrients involving the woylie, dung beetles and underground fungi assists the tall trees to take up the nutrients they need to grow and stay healthy.

Plants and animals in the forest are interconnected by their needs for survival, for example, the food they need. Together with the soil they make up the jarrah forest community.

Forest food connections Animal Feeds on centipede small to medium invertebrates emu grass, seeds, insects, fruit termite wood scorpion small to medium invertebrates earthworm leaf litter and faeces bobtail lizard plants, insects, fruits, spiders chuditch small mammals, birds, reptiles, insects woylie seeds, bulbs, underground fungi, insects echidna ants, termites and insect larvae spider insects western grey kangaroo plants brush-tailed possum insects, fruit, seeds tawny frogmouth mice, insects pygmy possum nectar

The jarrah forest has changed over time. Disease, feral animals, timber felling, clearing for agriculture and the growth of suburbs have all affected the jarrah forest. Research scientists need to understand these changes so we can protect the remaining forests.

Stage 4. Site Investigation 41 Resource Sheet 4: The Jarrah Forest continued...

Where woylies were found before European settlement and today

KEY Present distribution

Distribution more than 30 years ago

Distribution from fossil evidence

Marsupials such as the woylie were once widespread throughout the jarrah forest. By the 1970s many of the small to medium sized marsupials had disappeared due to a number of factors including introduced predators and the loss of habitat.

As part of a wildlife recovery plan, woylies, chuditch, quenda and other species have been bred in captivity and released in the jarrah forest. This has been very successful and in recent years, populations of these marsupials have increased in some areas of the jarrah forest. Research and ongoing monitoring of these animals is necessary for their survival.

42 Forest Detective Trail Manual Training Sheet 4: Investigating the Jarrah Forest

What to do 1 Read Resource Sheet 4, The Jarrah Forest.

2 Look at the picture below. Discuss with your group how the plants, animals and other parts of the forest community are connected or interdependent. For example, the woylie digs up and eats truffles (fungi) and spreads the spores which help the trees to absorb nutrients.

Connections in the jarrah forest

3 Draw lines with coloured pencil on the picture to show the parts that are connected, for example, lines between woylie, soil and trees. Refer to Resource Sheet 4 and discuss your conclusions.

Stage 4. Site Investigation 43 Training Sheet 4: The Jarrah Forest continued...

4 On the map below, locate the jarrah forest.

5 Mark the approximate location of your school and the place of your field trip. What forests grow near your school?

Now you are ready for your field trip to complete your Forest Detective training!

44 Forest Detective Trail Manual stage 5 Investigation Debriefing 5 Forest Detective Trail Manual Stage 5. Investigation Debriefing Teachers’ Notes 5

To conclude an investigation in ‘detective’ style it is necessary to prepare a profile and file a report. Guidelines are provided to assist students in writing a profile style summary of their investigation. Each unit is encouraged to share their findings from their investigation with the class.

Background information Resources The recording of findings and the further analysis of Resource Sheet 5, Recording and Reporting evidence are an important part of field research. Your Findings (1 per unit); New information and data should be compared with Training Sheet 5, Preparing a Profile previous investigations. Ongoing monitoring of the (1 per student) research site is important to manage and protect Extension Training Sheet 5a, Writing a Report the habitat. Extension Training Sheet 5b, Conduct your own Research. Research may continue over a number of years in order for patterns of change to be recorded and better understood. In animal population studies Additional Resources change may be due to a number of factors including climate, fire, human impact and evolution. Printed These changes cannot be determined or Department of Conservation and Land understood in a short period of time. It is very Management LANDSCOPE magazine articles: important to have ongoing research in areas where see References section in this Training Manual. there are threatened species Internet sites Concepts Australian Association for Environmental Education: ‘Case Study 1: Woylies, Fungi • A field investigation may be a small part of a and the Jarrah’ Forest at larger ongoing study of a research site. The http://membera.iinet.net.au/~aaeebbb/cs1.htm investigation may contribute to further research that leads to understanding an ecosystem. Synergy vol. 2 no. 4: ‘Digging up an impact on the Environment’ at http://wwwcom.murdoch.edu.au/ • Keeping detailed records of field research is synergy9804woyliehtml essential so that the evidence can be further analysed and compared with previous findings. Found Species Profiles. • Research may conclude that further research is needed and/or research may lead to the development of management plans and action. • Research officers have a responsibility to report the results of their findings to the scientific community and to the public.

Stage 5. Investigation Debriefing 47 Stage 5. Investigation Debriefing Teachers’ Notes 5 continued … Teacher Directions Prepare resources for students from Training Manual. Resource Sheet 5, Recording and Reporting Your Findings (1 per unit) Training Sheet 5, Preparing a Profile (1 per student)

1 Establish workstations at which resources 5 Training manual are available prior to the lesson. Students and Allow students time to complete their training school librarians can assist in the gathering of manuals. Training Sheet 5 and all work additional resources. completed for Stage 5 should be added to 2 Students work in their investigation units. their manuals.

3 Students read Resource Sheet 5 and 6 Reflect complete Training Sheet 5. Students prepare a Give students time to reflect on the activities profile of the animal their unit found on the and to record their reflections in their training evidence trail. manuals.

4 Extension Training Excursion Report If time is available each unit prepares a full excursion report. Students read and discuss as a class Extension Training Sheet 5a, Writing a Report. Conduct Your Own Research If time is available you can further extend the Forest Detectives Trail work with your students by conducting a local investigation. Students read and discuss as a class Extension Training Sheet 5b, Conduct Your Own Research. Brainstorm possible local research ideas. Assist students to develop a plan of action to carry out their own investigation in or near the school environment. To extend this activity you may wish to contact local environment groups to assist.

48 Forest Detective Trail Manual Resource Sheet 5: Recording Your Findings

Research officers keep detailed records of their findings following an investigation. They look at the data of other research from the same site or from similar areas. They need to compare their findings so they can fully understand any changes in the research area.

Woylies population in Batalling Forest

150

120

Fox baiting 90 began

60

30 Number of Woylies

0 Jul 91 Jul 94 Jul 95 Jul 96 Oct 92 Oct 93 Oct 94 Oct 95 Oct 96 Oct 97 Oct 98 Feb 92 Feb 93 Mar 91 Mar 96 Dec 90 Dec 00 Dec 01 Nov 91 Aug 92 Nov 99 May 92 May 95

The graph shows that fox baiting started in 1991. To complete the graph the research scientists studied the research site for a number of years to determine what was happening over time. They needed both woylie numbers and information about fox baiting in the area.

This research was part of Western Shield, a CALM program aimed at saving many threatened species.

Research and ongoing monitoring provide research scientists with new information. They use this new information and existing knowledge to gain a more complete picture of the study area. Ecosystems are complex. Understanding them results in better management and protection. Research is vital to biodiversity conservation.

Stage 5. Investigation Debriefing 49 Training Sheet 5: Preparing a Profile

To conclude your Forest Detective training you need to prepare a profile.

What to do 1 With your unit prepare a profile of your animal. Use the information from your field investigation excursion to complete the profile. Include the Record of Animal Evidence sheet and references such as the Bush Books.

Animal Profile Aboriginal Name

Scientific Name

Common Name

Previous Distribution

Current Distribution

Conservation Status

Habitat

Description

Distinguishing Features

Drawing or photo of animal

2 List and describe the evidence your unit found on the trail.

3 What other facts did your unit discover about the animal?

4 What conclusions did your unit make following the investigation?

50 Forest Detective Trail Manual Extension Training Sheet 5a: Writing a Report

Concluding your investigation What to do With your unit prepare a report to present to your class. A full report would include more information than an animal profile. A more detailed study of other research and references will be required to complete a full report. Each member of your unit could complete a part of the report.

Your report should include the following: • Animal Profile and all the details of your field investigation • Habitat details including current or proposed management plans • Protection strategies such as the Western Shield program • Captive breeding plans or reintroduction strategies • Conclusion – What does your unit think needs to be done to protect this animal?

Include diagrams, graphs, maps, photographs and drawings in your report. Be creative and make the presentation of your report interesting. Using drama, pretend you are a detective and present the report to your class.

Stage 5. Investigation Debriefing 51 Extension Training Sheet 5b: Conducting Research

Conduct Your Own Research

Be a Forest Detective at School What to do With your Forest Detective training you can now conduct your own field investigations. Brainstorm the idea with your class. Use the following steps to develop your own plan.

1 Choose a site – a bushland, forest, creek or coastal area near your school – to conduct a field investigation.

2 Identify a problem or mystery to be solved about the chosen area.

3 Prepare your own Research Kit, based on what you used on the excursion and on the type of investigation to be conducted.

4 Prepare a detailed plan of what you will need to do. Include what you are going to do and how you are going to do it. Your study area will need to be defined. Maps and drawings will be useful.

5 If your investigation includes the study of ground dwelling animals, a sand pad is useful to look at animal tracks. This is important if the ground in your study area is hard. If your investigation is in your school grounds you can use an existing sandpit.

How to set up a sand pad at the investigation site: • Choose a site to put the sand pad. An area where there is evidence of animals, such as diggings or scratchings is a good choice. • Cover an area of approximately 1 metre square with sand to a depth of 5 centimetres. • Place a few drops of fish oil in the centre to attract animals to the sand. • Check the sand pad each morning during the investigation. • Keep a record of prints found. Use photographs, drawings and plaster casts. • Use a reference book (see References section below) to analyse tracks found. • Rake the sand pad clear for the following day.

6 Share your findings with others. A class display of your investigation at the local library is a great way of passing on knowledge of your local environment to others in the community.

52 References

Books Internet sites Christensen, PES 1995. ‘The Brush-tailed bettong’ Australian Association for Environmental Education: In Strahen, R. (ed.) The Australian Museum ‘Case Study 1. Woylies, Fungi and the Jarrah Complete Book of Mammals, pp 184-185 Forest’ at Cornstalk Publishing, Collins/Angus Robertson. http://membera.iinet.net.au/~aaeebbb/cs1.htm

Kidcyber Topics: ‘Woylie’ at http://www.kidcyber.com Morrison, RGB 1981. A Field Guide to the Tracks and Traces of Australian Animals, Rigby. Perth Zoo: ‘Native Species Breeding and Research at Perth Zoo’ at http://www.perthzoo.wa.gov.au Triggs, B 1999. Tracks, Scats and Other Traces: A field Guide to Australian Mammals. Oxford Synergy vol. 2 no. 4 ‘Digging up an impact on the University Press, South Melbourne. Environment’ at http://wwwcom.murdoch.edu.au/synergy9804woyli The following are available from Customer ehtml Service Section, Department of Conservation and Land Management: Department of Conservation and Land Ph (08) 9334 0437 Fax (08) 9334 0498. Management: ‘NatureBase’ at http://www.naturebase.net Garkaklis, M 2001. ‘Hopping Soil! Woylies Dig up a Treat in our Remnant Woodlands’, Western Wildlife vol. 5, no. 1. Department of Conservation and Land Management, Perth.

Bush Books Common Birds of the South-west Forests Common Mammals of the South-west Forests Common Trees of the South-west Forests

Department of Conservation and Land Management ‘How to’ booklet series:

‘How to Conduct a Community Fauna Survey‘

Department of Conservation and Land Management LANDSCOPE magazines. Check your library for these back issues:

Autumn 1996 ‘It’s back: The Return of the Woylie’

Winter 1996 ‘Western Shield: Bringing Wildlife Back from the Brink of Extinction’

Spring 1997 ‘Endangered – The Woylie’

Spring 1998 ‘Bouncing Back; Western Sheild Update’

Summer 1998-99 ‘Western Shield – It’s the Way to Go’

Autumn 2001 ‘Tools of the Trade’

Forest Detective Trail Manual 53 Notes

54