Department for Environment and Heritage Cleland Wildlife Park - Ocean to Outback Education Resource

take care...respect the land...tread lightly

www.environment.sa.gov.au Cleland Wildlife Park

Acknowledgment This resource has been developed by the Environmental Education Unit of the Department for Environment and Heritage (DEH) in conjunction with the Cleland Wildlife Park Education Services Team. Cleland Wildlife Park

Contents

Welcome 1

Cleland Conservation Park 2

Cleland Wildlife Park 3

Ocean to Outback interpretative exhibit 4 Landscape themes 5

Background information and resources 6 Section 1: Coast and islands 6 Section 2: Arid ranges 8 Section 3: Deserts 15 Section 4: Backyards 17

Your visit to Cleland Wildlife Park and the Ocean to Outback interpretative exhibit 20 The Cleland Wildlife Park Education Program 20 Before you arrive 20 Pre-visit activities 21 Your visit 22 Suggested learning approaches 23 Ocean to Outback interpretative exhibit 24 Explore the interactive components of the Ocean to Outback exhibit 25

Ocean to Outback - A Sample Learning Plan 27

Suggested post-visit activities 29 Suggested post-visit activities in landscapes of the Ocean to Outback interpretative exhibit 32

Making a difference 34

South Australian Curriculum Standards and Accountability (SACSA) Framework 36

Glossary 37

Fauna in the Ocean to Outback interpretative exhibit 41

Cleland Flora Species List 42

Resources and web links 43 Cleland Wildlife Park

Welcome

The Ocean to Outback interpretative exhibit is To help you plan your visit we have included an exciting learning opportunity for you and some suggested pre-visit activities; what you can your students. expect to experience when visiting the exhibit and many follow-up activities to use once you are back This education resource has been developed to at school. provide information and support for the Ocean to Outback interpretative exhibit. It is intended to The pack of cards that are a part of this resource support you in: can be used when visiting the exhibit to help students identify the form, features and functions • preparing and planning your learning programs of the animals and relate this to their habitat. The • preparing your visit to the Ocean to Outback cards will also serve as an important reminder and interpretative exhibit; and reinforcement of the concepts included in the Ocean to Outback exhibit. The cards can be used • providing further learning opportunities and to play many games – the number and type is actions following your excursion to the Ocean to limited only by your, and your students' imagination. Outback interpretative exhibit. This is a fun and interesting way to learn. It includes information about Cleland Conservation Please use this resource to help you plan your Park, Cleland Wildlife Park, the Ocean to Outback excursion and enjoy your visit. interpretative exhibit and, background information and resources about each landscape depicted in the exhibit, ie Coast and islands, Arid ranges, Deserts and Backyards. Each of these landscapes has a specific theme and messages.

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Cleland Conservation Park

Cleland Conservation Park is one of over 300 Just 12 kilometres from Adelaide city centre, the reserves in South Australia. These areas are Park conserves a vital area of native bushland on protected for the purpose of conserving wildlife the Adelaide Hills face and includes the viewing and the natural or historic features of the land. platform, and renowned visitor centre, of Mount Encompassing approximately 1,000 hectares, Lofty Summit, scenic Waterfall Gully and the (2,500 acres), Cleland Conservation Park has a internationally popular Cleland Wildlife Park. rich Aboriginal and European history and offers Cleland Conservation Park is administered by authentic wildlife experiences, which provide a Southern Lofty District, within the Adelaide Region window to the Department for Environment and of the Regional Conservation Directorate, of the Heritage (DEH) parks and wildlife programs of South Australian Government Department for South Australia. Environment and Heritage. Cleland Wildlife Park is a small section of the Conservation Park and was officially opened in 1967. Cleland Wildlife Park was named in honour of the distinguished scientist and naturalist Sir John Burton Cleland in recognition of his leading role and outstanding 39-year contribution for the protection and establishment of the conservation park.

Ocean to Outback Education Resource 2 Cleland Wildlife Park

Cleland Wildlife Park

Located in the natural bushland setting of Cleland Western Conservation Park, Cleland Wildlife Park covers Western Grey Kangaroos, Euros, Emus, Yellow-footed approximately 35 hectares (87½ acres) of fenced Rock-wallabies area where native wildlife, indigenous to South Central Australia is exhibited. The Wildlife Park is home to Valente Education Centre, reptiles, lorikeets, small approximately 114 species of native fauna, and mammals, invertebrates holds close to 1070 individuals. Stringybark forest surrounds the Wildlife Park and the south western Cleland Wildlife Park has a visitor centre, souvenir area has some remaining natural understorey shop, cafés, gas barbecue facilities and toilet including native yaccas. facilities in the bush area surrounding the Wildlife Park. Most tracks in the Wildlife Park are accessible Cleland Wildlife Park is an exciting attraction by wheelchair. and offers unique photo opportunities for visitors. Individuals can interact with South Australia's unique Throughout the year, the Wildlife Park presents wildlife and join keepers on the animal feed runs or various displays, educational and school holiday discover the world of nocturnal animals on a guided programs, including the newly opened Ocean to nightwalk. Outback interpretative exhibit.

There are six visitor areas within the Wildlife Park Opening times are 9.30 am to 5.00 pm daily, with which include: no entry after 4.30 pm.

Northern Entry to Cleland Conservation Park is free, however Red Kangaroos, Dingoes, Koalas, water birds, entry fees apply for Cleland Wildlife Park. forest birds, Tasmanian Devils, Lace Monitors Please refer to the website for more information. Southern

Kangaroo Island Kangaroos, Tamar Wallabies, For more information Cape Barren Geese www.clelandwildlifepark.sa.gov.au South Western OR Malleefowl, bettongs, bandicoots, potoroos Contact the Education Services Team Eastern Email: [email protected] Eastern Swamp Wallabies, Wombats, Echidnas Phone: +61 (08) 8339 2769

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Ocean to Outback interpretative exhibit

Ocean to Outback Theme: From Ocean to Outback, South Australia has a diversity of fragile ecosystems, which we can all help to maintain.

Key messages: South Australia's unique landscapes, from the coast to the outback - and even the backyard • We have a range of environments in South – are on display at Cleland Wildlife Park. The Australia from fragile coastlines to ancient Oceans to Outback interpretative exhibit was ranges and vast deserts. opened in February 2006 by the then Environment • There is an urgent need to conserve our unique and Conservation Minister, Hon. John Hill, who Australian animals. commented, "this is a really stunning display that captures our very special and distinctive • We have a responsibility to actively take care landscapes in South Australia". of our natural environments. There are four landscapes exhibited, Coast and • We need to respect the land we live in. islands, Arid ranges, Deserts and Backyards. At • We have to tread lightly on our land. each interactive landscape you can experience an environment and landscape that highlights our fragile and diverse South Australian ecosystems.

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Landscape themes

The Coast and islands display shows our most The Arid ranges represents our most ancient fragile landscapes, our coastal dunes and landforms, in the Flinders and Gammon Ranges. our offshore islands and the species that live in Ediacaran fossil impressions in the rocks, within and depend on this landscape, such as the the Arid ranges landscape of Ocean to Outback, Greater Stick-nest Rat. provide information on the uplift of an ancient sea bed millions of years ago. Fat-tailed Dunnarts and Coast and islands theme: Eastern Tree Skinks are exhibited amongst fallen Our Coast and islands are dynamic wood homes while Marbled Velvet Geckos are environments constantly shaped by wind, displayed living under the bark of both living and water and people. dead trees. Coast and island messages: • Our Coast and islands are dynamic Arid ranges theme: and varied. Our Arid ranges are ancient landscapes of awesome beauty that shape and support • Our Coast and islands support a diversity of wildlife and habitats. a diversity of life. • Islands can provide natural sanctuaries Arid ranges messages: due to their isolation. • Our Arid ranges landscape is ancient. • Our Coast and islands have a long history • Our Arid ranges have a long history of use. of use. • Our Arid ranges support a diversity of wildlife • You can reduce your impact on this and habitats. fragile environment. • You can reduce your impact on this fragile environment.

The Desert landscape, with a range of reptiles, shows the great diversity of our dry heart. Depicted Adelaide’s Backyards account for almost 14,000 at dusk, the desert landscape contains information hectares of land which, prior to settlement, had a on the delicate balance for survival of a range rich biodiversity. The Ocean to Outback garden of wildlife species including frogs, grasshoppers, has been established as a living component of snakes and small mammals. The breeding season this landscape to demonstrate how an aesthetic, of the majority of desert life is triggered by rain. wildlife friendly garden can be re-established using This includes native Long-haired Rats on which local plant species. the venomous Inland Taipan feeds. The Inland Taipan has very toxic venom which it uses to avoid Backyard theme: life-threatening bites from the Long-haired Rats. Our urban environment provides important This can be seen on the interactive mini-movie habitat for native species. within the exhibit. Backyard messages: • Your Backyard has replaced local native Desert theme: habitat. Extremes of heat and unpredictable rainfall, • Your Backyard is part of a larger environment. shape our deserts and the life within. • What we do with our Backyard impacts Desert messages: on the environment. • Deserts support a diversity of wildlife • You can plant a waterwise garden. and habitats. • Plant local native species. • Living in the desert is about adapting to extremes. • Biodiversity can be achieved in any sized garden. • Rainfall triggers times of plenty. • Act locally (you can make a difference). • Deserts can be dangerous for the unprepared. • You can reduce your impact on this fragile environment.

 Ocean to Outback Education Resource Cleland Wildlife Park

Pict: Ian Oswald-Jacobs

Background information and resources Section 1: Coast and islands

South Australia’s diverse coastal and marine Our coastal and marine environments are very environments are a valuable community resource, important socially and culturally. The coast is providing recreation and pleasure for residents and recognised as an icon of Australian culture, tourists alike. These resources are of great biological providing both a principal tourist attraction and and economic value to the State. an important recreational venue for our residents.

The coastline of South Australia (excluding the The South Australian coastline is known for its sandy islands) extends 4,250 kilometres and ranges from beaches, uncluttered headlands and unpolluted the rocky shores and sandy beaches of the South waters and has become widely recognised and East and West Coast to the extensive calm water valued as a key feature of our high quality of life. mud flats, seagrass and mangrove habitats in the There are also many sites of great Aboriginal gulf regions. significance including the middens and fish traps Our near-shore territorial waters, which extend of the Narrunga people along the western coast over 60,000 square kilometres, show a wide range of Gulf St Vincent. of variability across surface sea temperatures, Land use and other human activities impact salinities and oceanographic conditions on the coastline and marine environment in a (eg currents, upwellings and gulfs). Australia's number of ways. Pressures can arise from local marine and coastal regions host a broad variety land-based pollution, poor drainage and effluent of habitats ranging from estuaries and mangroves, management, or can emanate from land dunes and beaches, rocky and coral reefs, disturbance in catchments many hundreds of seagrasses, gulfs and bays, seamounts, and a kilometres away. Activities related to fisheries and huge area of continental shelf. These are used for aquaculture, the shipping and port industries, and a variety of commercial purposes including sea marine tourism and recreation, are all potentially transport, mineral and petroleum exploration, and threatening to the health of Australia's coastal and commercial fishing and aquaculture. marine environments. Our marine and estuarine waters are among the A significant factor causing pressure on some parts most biologically diverse in the world, with many of Australia's coastline is high population density in varieties of flora and fauna endemic to the region. coastal regions. The coastal strip is an ecologically sensitive zone. Urban sprawl and pollution of rivers, lakes and seas, are the two most significant problems faced by the coastal zone.

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Some websites: http://www.abs.gov.au/Ausstats/[email protected]/0/ e9c33706b4249ca256cae001599bf? http://www.environment.sa.gov.au/coasts/ Australian Bureau of Statistics: Australia's marine intro.html area is one of the largest in the world, extending Our Coastal and Marine Environments over about 16 million square kilometres (including an Exclusive Economic Zone of some 11 square http://www.atlas.sa.gov.au/ kilometres of ocean beyond the territorial sea), The Atlas of South Australia is an initiative of from Antarctica to near-equatorial latitudes - more the South Australian Government to provide a than double Australia's land area. common access point to maps and geographic information about South Australia in an interactive http://www.nrm.gov.au/publications/our-coasts/ atlas format. pubs/our-coasts.pdf Australia is the world’s only island continent, with http://www.deh.gov.au/coasts/atlas/ more than 25,000 kilometres of coastline that needs The Australian Coastal Atlas is a network of to be protected from over-development and Australian Government and State/Territory degradation. With 85 percent of Australians living nodes using a variety of interactive mapping on or near the coast, our beaches and headlands tools to provide information about the support much of the nation’s social, tourism and Australian coastal environment. recreational activity, but are surprisingly fragile. http://www.marine.csiro.au/LeafletsFolder/ 27ocean/27.html Australia's Ocean Facts – the coast

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Section 2: Arid ranges

In South Australia our arid ranges are ancient 600 million year old marine fossils embedded landscapes of awesome beauty that shape in the Flinders Ranges, reveal stories of ancient and support a diversity of life. seabeds uplifted, folded and squeezed into a long mountain chain. Weathered and eroded over Covering over 538,000 square kilometres, over millions of years leaving resistant quartzite peaks, 50 percent of South Australia consists of semi-arid deep gorges and valleys, our spectacular arid or arid lands, with only four percent of the State ranges continue to support a diversity of unique receiving more than 500 millimetres of rain each flora and fauna. The rock hills of the Gawler Ranges year. These lands support a natural biological were formed by an enormous volcanic explosion diversity and extensive vegetation which can be over 1,500 million years ago. They present a both resilient and fragile. stunning landscape of vast hill and gully complexes Because change took place over ten or more with rocky gorges and seasonal water flows. million years, a wide variety of wildlife became well More than 75 percent of Australia is covered adapted to parts of the mosaic. Some animals, by arid ranges linked by dry (on the surface) such as small dragons, have ranges as limited as watercourses and broken by ranges. These a dune. Others are restricted to a waterhole while landscapes consist mainly of pastoral areas, kangaroos and birds, when stressed by water Aboriginal lands and conservation reserves whilst shortage, move over vast areas. The ability to fly the economic value of the region is strongly gives parrots, cockatoos and waterfowl use of supported by mining and tourism. the desert and other habitats once the prevailing drought breaks. The arid ranges receives very little rainfall, so over the centuries, natural communities have relied The population of the semi-arid or arid lands of upon the surface points of the Great Artesian Basin South Australia is 25,000 people scattered sparsely (GAB). A number of rare and endangered plant across the region. About 10 percent of the and animal species also rely upon these surface population are indigenous Australians who have points for water. lived in South Australia’s arid ranges over the last 40,000 years, passing down their distinctive culture, Arid ranges cover 70 percent of the Earth’s surface. language and knowledge of the land. The diversity of the ecosystem of the arid ranges includes grasslands, shrublands, woodlands and savanna. Despite the harshness of the climate and terrain, the arid and semi-arid rangelands are rich in biodiversity and support a variety of ecosystems.

Ocean to Outback Education Resource  Cleland Wildlife Park

To Alice Springs Finke NORTHERN TERRITORY QUEENSLAND To Bedourie To Windorah Kulgera New Crown Birdsville Mt Dare WITJIRA SIMPSON DESERTDESERT CONSERVATION PARKPARK Dalhousie Springs NATIONAL Simpson PARK Desert SIMSIMPSOPSON DESERTDESERT

OODNADATTA INNAMINCKA REGIONAL RESERVE Sturt REGIONAL

Marla Stony RESERVE

S k Desert Oodnadatta c T a

U r

A T R T O Innamincka o d Mungerannie n k

a c

d a LAKE EYREEYRE r a Tirari T t t NATIONAL PARK a Desert

Strzelecki QUEENSLAND ELLIOT PRICE CONSERVATION STRZESTRZELECKILECKI e Mabel l PARK l Creek HS i v REGIONAL William s d RESERVE r Coober Creek i Pedy B Desert To Tibooburra

H WABMA KADARBU Marree I Tr i G MOUND SPRINGS ack k c H CONSERVATION PARK le W ze A tr Y S Lyndhurst Arkaroola Andamooka Copley GAMMON RANGESRANGES Roxby Downs NATIONALNAT ONALI PARK PARK Leigh Creek Balcanoona Beltana Glendambo Parachilna Woomera Frome Downs FLINDERS RANGERANGES NATIONALNAT ONALI PARK PARK

Wilpena NEW SOUTH WALES

Hawker

To Broken Hill PORT AUGUSTA

Yunta

ADELAIDE

VICTORIA

Rangelands, South Australia The rangeland region includes the Simpson Desert, lakes Eyre, Torrens and Frome, the Coongie Lakes (Ramsar listed wetlands of international significance) and Flinders and Gammon Ranges.

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Indigenous stories

Transcripts of the Indigenous Stories that you will hear through the audio outputs in the arid ranges section of Ocean to Outback.

The Adnyamathanha People of Adnyamathanha people of today have a the Northern Flinders Ranges common identity, based on the Dreaming, the By Ralph Coulthard, Adnyamathanha man land (or Country) of their ancestors from whom they descended. The senses of common identity The Adnyamathanha people are Aboriginal and ancestry amongst today’s people are people of the Northern Flinders Ranges. very strong.

Adnyamathanha literally means 'hills', or 'rock The Dreaming Stories are our history …they group'. Adnya interprets to hills or rock and teach us the rules of life … our values, beliefs, mathanha, group or people. and relationships to each other, and with The traditional groups who lived in the northern every living creature and feature of our Flinders and on surrounding plains, all spoke environment. So whenever an Aboriginal person the same language with differing dialects, looks at the landscape, he or she sees much but followed similar customs and shared more than just the physical features. There Dreaming stories. is a deep awareness of the presence of the Nguthuna or Dreaming spirits. The Adnyamathanha group were made up of, Kuyani, Walpi, Pilatapa, and Yadliaura, whose The Dreaming is as important to Aboriginal countries extended between Lake Frome in the people as the Bible is to devout Christians. east and Lake Torrens in the west and beyond Gammon Ranges in the north and to the region around Quorn in the south.

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Awi-irtanha (Mistletoe Eater) Bouncing Back! -Recovery plan for the Yellow- footed Rock Wallaby This story explains the male Mistletoe bird's red By Ralph Coulthard, Adnyamathanha man "This story chest, resulting from a blow from a lethal wooden was intended to show how my Grandfather was forced club (waddy). It also describes the bird eating its to abuse custom and kill hundreds of Andu, and how I decided to work with wildlife and the environment and favorite food – the succulent red berries or the give back what he had taken". Harlequin Mistletoe (Lysiana exocarpi) or in Adnyamathanha language, Vatapi, which was The word Andu is a general word for Rock also a favored food for Adnyamathanha people, Wallaby; it’s most common application refers and the only edible mistletoe. to the Yellow-footed Rock-wallaby, which traditionally was of great significance to the This story took place in the Gammon Ranges at a Adnyamathanha people. place called Italowie Gorge, in the Vulkathanha Gammon Ranges National Park. By the late 1980’s Andu numbers throughout South Australia were very low due to Wadu Matyidi, (that is long time ago in competition for food from goats and rabbits my language); there lived a bird called and threats to survival from predators, such as Awi-irtanha. foxes and cats. One day he went out looking for food (Mai), Operation Bounceback, a program designed to eat. He looked all over the place but at first to eradicate introduced animals and hopefully he couldn’t find anything. Then he found a recover the Yellow-footed Rock-wallaby tree with juicy mistletoe berries (Vatapi), so he numbers, began in the early 1990’s by National started eating them. Parks and Wildlife. Awi-irtanha’s wife, who had the children with It was then that I decided to work on the her, looked up toward the west and saw a big Bounceback team to try and get these storm coming over Mt. McKinley (Wayanha). animals back to sustainable numbers. My She called out to her husband, "Old man, old reasons for wanting to have an input was to man, come here!" ("Vurlka, Vurlka, yanikani!") give back what my grandfather had taken, an "There’s a big storm coming over there! Quick, initiated man, who, because of the situation come and build a camp so the children at the time in the 1930’s was reported to have (Yakartis) don’t get wet." killed 300 Yellow-footed Rock-wallabies, to trade to pastoralists and fur traders. (The meat Awi-irtanha called back, "Hang on a minute!" was given to his people.) ("Wadikina! ") "I’m having a feed of Vartapi first!” Now this made her really angry. So My grandfather was forced to this extent of she picked up a club (Mun-guwirri) and ran killing because Adnyamathanaha people towards him, and with a single blow, she were not allowed to hunt or carryout normal cracked him hard on the head (Vapardla). traditional customs, because pastoralists This made him bleed severely, the blood denied them the right to hunt as they had pouring from his head and down his chest. for thousands of years. Today the male bird (Awi-irtanha) has a red Andu were very important to my people chest, because he didn’t listen to his wife for food, (the main source of meat) and but kept on eating. for clothing, where the skins were used, anyone could hunt and kill an Andu but only The story this tells is; Awi-irtanha neglected an initiated man could cook and distribute his responsibilities before enjoying his feast. the cuts. The moral of this story is; to take care of I am pleased to say today that the numbers your family and responsibilities before have increased five to ten times throughout personal enjoyment. the Flinders Ranges and other sites in South Australia.

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Urdlu and Mandya (Red Kangaroo and Euro)

This story tells how the rocky Flinders Ranges were created and then separated from the adjacent plains by a magnificent sweep of the Red Kangaroo's tail. It also tells of the differences between the two kangaroos and their habitat and provides lessons on wrong doings such as greed.

Wadu Matyidi (a long time ago) there lived a As they fought, Urdlu pushed Mandya's fingers, Red Kangaroo called Urdlu and a Euro called arms and his legs; he pushed his back; his chest; Mandya. until they were shorter.

They both lived together at a place call Mandya's hip started to hurt at the site of a Putadamathanha, northeast of Vulkathanha wound, so he reached down and pulled a stone Gammon Ranges National Park. The whole from it ... he blew on the stone and hills came up country was flat where they lived, and they loved and surrounded him. He blew again and more to eat the wild pear root (Ngarndi wari). In fact, hills appeared, the more he blew the more hills they gave it it's name. appeared.

The two dug for food (Mai) in separate holes. Meanwhile Urdlu headed south of Vulkathanha Urdlu found a lot of Mai and Mandya found Gammon Ranges National Park toward Varaata only a little. Urdlu however, wouldn't tell Mandya (Baratta), as he went the plains went with him. where his hole was. When he rested he looked back north and saw all these hills appearing. And he thought to Poor Mandya was getting thinner and thinner, himself, "What is that old fellow up to? If he while Urdlu was getting fatter and fatter. keeps that up I won't have any plains country Eventually Mandya asked Urdlu, "Give me some to live in." So, with a sweep of his tail, he moved Mai, I'm hungry. Come on old man(Vulka), give all the hills back to where they are now. This me some Mai." place is called Urdlurunhavitinha (Kangaroo Flat). He also formed Lake Frome so he could have Urdlu said to Mandya, "There's some in that bag permanent water. there, you can have that." Mandya who could see from his hills was jealous As Mandya ate he said, "This is real good Mai. and put salt in the lake to prevent Urdlu from Where did you get it? " drinking. He then turned into a spirit. His spirit is "Oh, over that way," Urdlu said with a wave of called Thudpinha and can be seen as a natural his arm. feature. The ground around there is red; the The next morning Urdlu went looking for water colour of his blood. This place is called Mandya (Awi). While he was gone Mandya got up arti (Euro blood). and went looking for Urdlu's Mai hole. Using his This story tells us not to be greedy, jealous and tracking skills he found Urdlu's tracks and followed to respect your neighbour. It also explains how them to his wild pear root (Ngarndi wari) hole. the Nguthanha (Dreaming spirits) created our Meanwhile Urdlu returned and saw that Mandya environment. had left their camp, so he followed his tracks. Soon he knew that Mandya was heading for his food hole.

Mandya was so happy with his find that he ate and ate and didn't see Urdlu coming. Urdlu said, "What are you doing eating my food?"

Soon they were fighting. Mandya pulled Urdlu's arms and stretched them, he stretched his fingers, his legs, and they soon got very long.

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Akurra (the Dreaming Serpent Nguthanangha Mai Ambatanha of the Flinders Ranges) (Dreamtime spirits cooking damper) This is a dreaming story called Nguthunanga Mia The Akurra (Rainbow Serpent) is the creator of Abatanha, (Dreamtime spirits cooking damper). much of the Flinders and Gammon Ranges. It tells the story of a woman whose children went Dreaming stories about his creations start from missing and the steps she took to locate them. Arkaroola, in the Northern Flinders Ranges, to Wilpena Pound, in the South of Flinders Ranges. In this story two land formations are accounted for, Nguthunanga Mia Abatanha (Dreamtime spirits cooking damper) and Yanmarri- Akurra at Yaki apinha (Several Steps). And, to this day, Back in the Dreaming lived a snake named Adnyamathanha people identify strongly with Akurra. He lived in what we now call the these land formations. Flinders Ranges. One day he was really thirsty, so he decided to go and have a drink from a nearby lake, Lake Frome. He was so thirsty that Wadu Matyidi (a long time ago) two children he drank up all of the water from the lake until wandered away from their mother's camp. it was dry. They split up and went in two different directions. The girl went northwards towards The water from the lake was in fact, quite salty, Marree and the boy went eastwards towards which caused the belly of Akurra to bloat. This Mt. McKinley (Wayanha), a large mountain in turn made him become very heavy. Slowly overlooking Nepabunna. making his way home, he began to create great gorges and waterholes from all the When the children failed to return, their mother water coming from his body. The first of these grew anxious. First of all she cooked a large waterholes was Akurra Awi (Arkaroola). damper, hoping the smell of cooking would lure the children back to camp. A rounded From there he made his way to hill, Nguthunanga Mai Ambatanha, west of Nuldnanuldanha, where he camped for a Nepabunna is the damper cooking. night. While he slept he created another big water hole. The next day he continued his When this failed she cut steps into a nearby hill journey to Valivalinah and created yet another and climbed to its top in the hope of hearing waterhole. His journey continued, thus creating the children crying. As she climbed, she sang a waterholes along the way. The next big song for the children to hear. A hill in the shape waterhole he created was Adlyu Vundhu Awi. of three steps west of Nepabunna is the hill the mother used as a lookout. By now he was on the last stretch of his journey, to Mainwater Pound. He kept on following the Unfortunately she could not hear the children creek until he came to Yaki waterhole. This is from the top of the hill. Instead she heard a where he came to rest for the rest of his days. bellbird (Vakuvaku) whistling (winmirimanda). He is still there to this day. In desperation she followed the sound of the bird. By following the bellbird the mother found Often he comes from his waterhole. He lies at her son at Wayanha and, later, her daughter rest, sun baking and warming himself in the sun. at Lake Lettie. It is while he is resting that you can hear the The moral of this story is that children should rumbling sounds of his full belly. These can be not wander from their home heard from great distances away. Matyidi; mut-yi-di, means a long time ago, or so I heard (from others) Wayanha; way-anna, Mt McKinley Yanarunga; yan- are- unga, (In the shadow of) Vakuvaku; vacu - vacu, (Bellbird) Winmirimanda; win- miri- manda (whistling) Nguthunanga Mia Abatanha (Dreamtime spirits cooking damper)

The following are the words the mother was singing as she looked for her children. "In the shadow of McKinley the bellbird is whistling"

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Some websites: http://www.deh.gov.au/biodiversity/threatened/ publications/insight/arid.html http://www.aridareaswater.com.au/ Insight into Habitat Diversity and Threatened Arid Areas Catchment Water Management Species; Environment Australia, 2001 Board website - latest news about water in the rangelands http://www.nrm.qld.gov.au/water/gab/ The Great Artesian Basin (GAB) is one of the http://www.aridareaswater.com.au/water­ largest artesian groundwater basins in the world. community-planning.htm It underlies approximately one-fifth of Australia The Arid Areas Catchment Water Management and extends beneath arid and semi-arid regions of Board is working on two significant plans to Queensland, New South Wales, South Australia and manage the water resources of the region. the Northern Territory, stretching from the Great http://www.rangelands-australia.com.au Dividing Range to the Lake Eyre depression. Rangelands Australia (RA) is an Australia-wide http://www.ifad.org/lrkm/theme/range/arid/arid_ initiative, committed to building capacity for a 2.htm strong future for Australia's rangelands. The Rangelands of Arid and Semi-Arid Areas: http://www.lakeeyrebasin.org.au/archive/pages/ A Review: Challenges and Hopes for the 2000s. page47.html Lake Eyre Basin Coordinating Group; Project to create sustainable use of the GAB

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Section 3: Desert

Australia is the driest continent in the world and Desertification is a land degradation problem of two-thirds of South Australia is a desert or near – major importance in the arid regions of the world. desert environment, which supports a huge variety Deterioration in soil and plant cover has adversely of plant and animal species. affected nearly 50 percent of the land areas as the result of human mismanagement of cultivated and Desert plants often look different from any other range lands. plants. Some desert plants have the ability to collect and store water while others have features "North America and Spain have the largest that reduce water loss. Typical water saving percentage of their arid lands affected. features include small, light coloured, leathery Overgrazing and woodcutting are responsible leaves sometimes covered with reflective hairs, for most of the desertification of rangelands, scales or resins. Other plants have seeds that only cultivation practices inducing accelerated grow after heavy rains. These plants grow quickly, water and wind erosion are most responsible set their seeds and die-off in just a few weeks when in the rain-fed croplands, and improper water water starts to dry up. management leading to salinization is the cause of the deterioration of irrigated lands. In addition to Most desert animals are small and some adapt to vegetation deterioration, erosion, and salinization, cope with desert conditions by burrowing beneath desertification effects can be seen in loss of the surface or sheltering in the shade to avoid the soil fertility, soil compaction, and soil crusting. high daytime temperatures. Many desert animals Urbanization, mining, and recreation are having are nocturnal and emerge only at night to eat adverse effects on the land of the same kind as while others do not have to drink at all, obtaining on range, dry farming, and irrigated lands. all of their water from their food. Combating desertification can be done Extremes of heat and unpredictable rainfall shape successfully using techniques already known if our deserts and the diversity of life within. More financial resources are available and the political than one-third of the terrestrial mammal species of will to act is present." Source: (http://www.ciesin. the central deserts of Australia have vanished in org/docs/002-193/002-193.html) the past 50 years.

Aboriginals who traditionally lived in the central deserts retain a profound knowledge of these mammals, but this knowledge is fast disappearing.

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Some websites: http://www.publish.csiro.au/paper/WR9880009.htm Aboriginal Knowledge of the Mammals of the http://www.ga.gov.au/education/facts/landforms/ Central Deserts of Australia AA Burbidge, KA deserts.htm Johnson, PJ Fuller and RI Southgate “Apart from Antarctica, Australia is the driest continent in the world. About 35 percent of the http://www.deh.gov.au/events/iydd/index.html continent receives so little rain, it is effectively The United Nations proclamation of 2006 as the desert. In total, 70 percent of the mainland International Year of Deserts and Desertification receives less than 500 millimetres of rain annually, provides valuable opportunities for Australian making it arid or semi-arid. communities to learn about and become more involved in desert ecosystem and desertification http://www.environment.sa.gov.au/biodiversity/ issues. pdfs/biosurvey/stony_deserts.pdf Biological Survey of the Stony Deserts http://www.factmonster.com/ipka/A0778851.html World and News—World Geography: Principal http://www.desertknowledge.com.au/dka/ Deserts of the World. index.cfm?attributes.fuseaction=aboutus What is Desert Knowledge? To live and thrive http://mbgnet.mobot.org/sets/desert/ofworld.htm in desert regions, people require particular Deserts of the World: Comparison of the sizes of knowledge and know-how. Australia has extensive the world's largest deserts and types of for more scientific and technical knowledge as well as information about individual deserts throughout thousands of years of accumulated Indigenous the world. expertise and other skills relevant to desert livelihoods. http://www.cahe.nmsu.edu/pubs/videos/survivors/ welcome.html http://www.nma.gov.au/exhibitions/now_showing/ “Survivors in the Sand tracks international scientists extremes/australia/ trying to unlock the secrets of the world's deserts. Deserts of Australia: The Red Centre: Australia This hour-long documentary, developed for prime- has the largest desert region in the Southern time national television, also looks at those who Hemisphere. The Western Desert, Tanami, Nullarbor, choose to live in the desert, these resilient people Simpson and Strzelecki together cover 1.6 million struggle to earn a living and sustain the fragile, arid square kilometres, nearly 70 percent of the land they call home.” continent. Like the Kalahari Desert in southern Africa, these deserts are well-vegetated and only http://www.ciesin.org/docs/002-193/002-193.html moderately arid. Here, the major challenge for Desertification of Arid Lands, H. E. Dregne people is a 'boom and bust' ecology, driven by http://www.oneworldmagazine.org/focus/deserts/ extreme variability in rainfall. Alice Springs, with a mainintr.htm median annual rainfall of 259 millimetres, got only “One World Magazine would like you to 54 millimetres of rain in 1985, but a staggering 903 experience the diversity and cultural richness of millimetres in 1974. the world's deserts, if only virtually. We will bring http://en.wikipedia.org/wiki/Category:Deserts_of_ you a selection of articles, paintings, sculptures, Australia poems and photographs of men and women Deserts of Australia who have been challenged by the uniqueness of a desert, defeated by its dimensions, rewarded by its remoteness. Our delivery is by no means comprehensive -- for every grain of sand there is a desert word, a desert painting, a desert thought.”

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Section 4: Backyards

The Adelaide region has considerable natural Remnant vegetation plays a fundamental role in variation in microclimate, topology, geology the preservation and maintenance of biodiversity. and rainfall has resulted in a wide variety of With so much lost from the Adelaide Plains it is flora and fauna. This landscape has undergone very important that we plant local native plants drastic changes in the short time since European wherever we can, including our backyards. settlement in 1836. There are a lot of things that we can do as The area, covered by metropolitan Adelaide, individuals and as a community to help redress was possibly the most biologically diverse in South the loss of our local native biodiversity. Australia. It is comprised of over 185,000 hectares “A backyard for wildlife can reduce gardening of forests, woodlands, shrublands, grasslands, maintenance costs and time commitment, swamps and coastal vegetation that ranged from help conserve local wildlife and support their samphires to mangroves. movements across the region and reduce the This rich variety of habitats provided niches that impact of the city on neighbouring regions supported significant percentages of the state's including the coastline. plants and native animals. The principles of a backyard for wildlife can be Over the years, most of the native vegetation of applied on any scale, ranging from a balcony or the Adelaide Plains has been cleared or vastly patio pot, to the largest botanic garden. They can modified and the remaining native plants and be applied in any locality and on any budget.” animals are finding it increasingly difficult to survive. (Environment South Australia, Vol 8 No 4 - October 2001 http://www.ccsa.asn.au/esa/threatened.htm) The most significant and devastating loss to biodiversity has occurred in urban areas as a direct result of habitat loss and fragmentation and disruption to coastal and wetland systems.

Most of the remaining vegetation along Adelaide's northern coast is now only mangroves and coastal samphire, showing the severe loss of biodiversity.

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Some websites: http://users.ncable.net.au/~urbanfoodgarden/ Urban food garden: Information and helpful hints http://www.urbanforest.on.net/resources.htm on how to grow food in urban backyards. The Conserving Adelaide's Biodiversity: Resources: region is South Eastern Australia. The garden is in This publication by the SA Urban Forest Biodiversity the city of Ballarat. This site is updated monthly. Program (UFBP) provides a model for sound urban biodiversity management. A powerful tool for http://www.canh.asn.au/community_gardening/ planners, land managers, educators, students, downloads/cgfinal.pdf politicians and community groups, this book aims Community Garden in SA – Resource Kit to improve decision-making and planning across metropolitan Adelaide. http://wwwistp.murdoch.edu.au/teaching/istpline/ studygds/S455/Week%2011.html http://www.urbanforest.on.net/backyard-q09.htm Cities and sustainability: Any discussion over the Backyards for wildlife – what you can do at home future of cities, how they will look, the kind of and in your school. A check sheet for assessing the quality of life they will offer, the density of housing biodiversity value of your own backyard produced environments etc, will always eventually turn to by the Urban Forest Biodiversity Program (UFBP) and the question of "How much green space will there a general biodiversity backyard information kit. be?" What will the opportunities be for contact with nature in the city? Will children still be able to http://www.environment.sa.gov.au/education/ play in natural areas? Is it possible for the city to action_level_1.html have an 'organic' feel to it and for residents to be State of the Environment Education Resource: connected with natural processes? For many, the Action Level 1 argument about the merits of city living versus a What is Action Level 1? Action level 1 is a way life in the country or a large lot on the urban fringe, for your class, school or community group to get will be won or lost on this 'green' issue. The city involved in programs that already exist. There are for many people will always remain an object of all sorts of programs available in the community ambivalence unless it can be seen that cities can that you can take part in. be genuinely 'green'. http://media.uow.edu.au/news/2004/1015b/ http://www.urbanecology.org.au/ecocity2/ What do suburban backyards and Aboriginal lands cleananddirty.html have in common? Urban Ecology Australia: EcoCity 2 Conference - The simple answer to the above question is that Adelaide, April 1992 Making a Place Clean Enough they are both places where people interact to be Healthy and Dirty Enough to be Happy; with nature and are key sites of environmental Randolph T. Hester Jr. and Laura Lawson transformation and meaning. http://www.nrmseq.com/downloads/2004/12_LFW_ http://www.deh.gov.au/biodiversity/publications/ Technote19.pdf natures-variety/pubs/backyar.pdf Land for Wildlife: Nest boxes for native wildlife Biodiversity in the Backyard and beyond http://www.abc.net.au/wildwatch/archive/ http://www.waite.adelaide.edu.au/school/Soil/ default.htm dowith.html Wildwatch update: Imagine if we all really looked We use our soils for a range of activities. A list of at our own backyards - 20 million pairs of eyes some of the activities which we devote the most across Australia looking at what's living there. area to is included. That's the idea behind WildWatch Australia. We've http://www.environment.sa.gov.au/biodiversity/ asked you to tell us about your garden and its possums.html wildlife so we can build a picture like we've never With a reduction in natural habitats due to had before. urbanisation, native animals are often forced to live in close quarters with humans. The opportunity to observe native wildlife in your own backyard cannot be overstated; however, living with wildlife has its share of problems too.

Ocean to Outback Education Resource 1 Cleland Wildlife Park

http://www.abc.net.au/wildwatch/archive/about. http://www.floraforfauna.coma.u htm Bring your garden to life. Attract birds, butterflies The first stage of WildWatch had people all around and other fauna to your garden. Take a tour of Australia telling us about the wildlife just outside Flora for Fauna and create your garden now. their window. WildWatch 2 is now after the villains http://www.deh.gov.au/about/publications/index. of the wildlife world! You can help to paint an up­ html#land to-the-minute map like never before. So whether Free DEH publication - Together, let’s give our land you have foxes, cane toads or fire ants, become a hand involved in the biggest interactive survey of the pests and problems across Australia. http://www.denr.sa.gov.au/reporting/education/ • State of the Environment Education Resource http://www.biocity.edu.au/content/view/66/49/ BioCity Centre for Urban Habitats: Wildwatch 2 http://www.epa.qld.gov.au/nature_conservation/ wildlife/koala_conservation_plan/#gen2 The greatest threat to koalas is loss of habitat and habitat fragmentation. Some of the largest populations of koalas live in the south-east corner of Queensland. However, it is also the most heavily urbanised region of Queensland, with development and population expected to continue to expand.

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Your visit to the Ocean to Outback interpretative exhibit

The Cleland Wildlife Before you arrive Park Education Program When planning an excursion to Cleland Wildlife Park, consider how this visit will support your The Program is an interactive 'hands-on' experience students’ learning program and the activities that that supports themes based around sustainability, would be best accomplished prior to the visit. conservation and biodiversity. Visiting the Ocean to Outback interpretative exhibit Cleland Wildlife Park offers an important offers an ideal opportunity for students to gather opportunity for learning experiences that will information, data and develop exciting ideas. reinforce your students' learning program while Students can collect information as part of their also meeting curriculum requirements. research on topics that really interest them for use Your visit may be scheduled early in the student back at school. Ideally gathering this information learning program to inspire students to find out will support the learning opportunities offered at more about the ideas and concepts presented in Cleland Wildlife Park. the Ocean to Outback interpretative exhibit. When planning a unit of work with your students The excursion may follow a classroom program of consider: learning that has involved research and discussion • students' prior knowledge and experience and seek to reinforce this prior learning during your day. • questions students have raised during discussions

Some suggestions for pre and post-visit activities, • activities that have been planned in consultation enquiries and research topics have been included with students. in this resource to support planning for your visit. • lear ning experiences that support student investigations

• the values that the students will experience during the visit, eg conservation, sustainability

• how the visit will encourage students to take action for the envionment.

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Pre-visit activities The National Parks Code 1) Parks Code and behaviour: http://www.environment.sa.gov.au/parks/pdfs/ guide_codesandtips.pdf Consider the Parks Code (opposite) and discuss, appropriate student behaviour for your visit to Help protect your national parks by following Cleland Wildlife Park with your students. these guidelines: • Leave your pets at home. Student behaviour It is important to remember that Education Services • Take your rubbish with you. Officers will facilitate learning opportunities while • Observe fire restrictions, usually 1 November behaviour management of students remains the to 30 April. Check CFS Hotline 1300 362 361. responsibility of the teacher. • Conserve native habitat by using liquid fuel It is important to ensure that students are provided or gas stoves. with a learning environment that promotes their health, safety and well-being. To assist you in • Camp only in designated areas. preparing for your trip, it is recommended that • Respect geological and heritage sites. you discuss the appropriate behaviour at Cleland • Keep our wildlife wild - do not feed or Wildlife Park with your students prior to the visit. disturb animals, or remove native plants.

2) Language • Keep to defined vehicle tracks and To support student learning and understanding, walking trails. invite the students to research, discuss and consider • Be considerate of other park users. relevant language and concepts that they will read about and hear during their visit. The Glossary Thank you for leaving the bush in its natural provides a useful starting point. state for the enjoyment of others.

3) Other pre-visit activities Prior to the visit, students may need to design a way to collect information that will support continued research about their subject of choice on their return to school.

There are a number of suggested post-visit activities for individuals and classes included in this resource. Many of these activities could just as easily be used as pre-visit activities that support learning. They also support development of a clear understanding of the language and concepts that the students will experience during their visit.

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Your visit Education Officer guided tour Prior to your visit, discuss the focus of the student- You can maximise outcomes from a visit to the learning program with an Education Services Ocean to Outback interpretative exhibit by: Officer and identify how the visit to Cleland Wildlife • designing your own self-guided tour using the Park will complement this program of learning. resources provided

• booking an Education Officer guided tour.

A suggested self-guided tour The exhibit is full of levels and layers of learning. It is recommended that you start the tour by moving slowly through the whole exhibit, experiencing the wide variety of sounds, sights, and sensations.

Follow this initial tour of the centre (which is estimated to take about 20 minutes) with subsequent tours (about 10 – 15 minutes) when the students have an Oceans to Outback Discovery Card (see next page). Use the card to stimulate student research by asking them to find and closely observe the animal on the card they choose from the pack. This will allow students to absorb as much as they can in the overall exhibition and then to focus on the form, function and habitat of one animal in the exhibit. The information they collect can be used for further discussion later.

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Suggested learning 2. Other suggested themes A range of information about these themes is approaches presented throughout the exhibit. By following one theme through the whole exhibit, students can find information on: 1. Using the Ocean to Outback • human impacts Discovery Cards. • impacts of introduced species (animal and plant) The cards are designed to reinforce the key messages of the exhibit. There are 56 cards • classification system – how latin names are used in the deck (28 pairs). The cards cater for a • who eats who ie predators and food chains range of student ages by using both sides of the • features that help animals to survive eg card in different ways. One side has a landscape, camouflage an animal name and its classification. The other • the role of old wood in habitats side has a landscape and a set of questions forming a “Who am I?” game. • animal recovery programs • animal tracks Whilst at the Ocean to Outback interpretative exhibit these cards can be used as a way of • animal movements helping students, or groups of students, to choose • landscape colours and shapes an animal, a group of animals or a region on which • animal adaptations to their environment to focus their attention. • how we can respect and care for Please note, that some of the animals are stuffed the environment. or only a picture. Students can certainly observe features and habitats of these animals, but asking them to observe behaviours may prove to be frustrating! 3. Worksheets Depending on your learning focus you may wish The cards can be used to play a variety of games to design worksheets for the visit or templates back at school. The poster (included with the of charts for collecting information relevant to cards), and increasing familiarity with the animals your programmed activities. It can be useful for in the exhibit will enable students to more quickly collecting a range of information to follow up identify the animals over time. The cards will also at school. serve as a way of jogging student memories as to which animal, habitat or landscape they observed most closely during their visit.

Backyard Desert Coast and Islands

AridDesert Ranges Who am I? • I live in the desert. Sleepy Lizard Arid Ranges Reptile Bilby • I eat native rats and small Marsupial Hermit Crab mammals. Crustacean • Birds of prey and cats eat me. Pict: J.Oswald • Insecticides and cats are my

main threats. • I am a Reptile.

Answer: I am an Inland Taipan

Challenge question: How toxic is the venom of the Taipan?

A. It is the most powerful venom of all the world’s land snakes! Ghost Bat Mammal

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Ocean to Outback interpretative exhibit

Themes and Key Messages from the Ocean to Outback interpretative exhibit for planning and programming

Ocean to Outback theme: From Ocean to Outback, South Australia has a diversity of fragile ecosystems which we can all help to maintain.

Key messages:

• We have a range of environments in South Australia from fragile coastlines to ancient ranges and vast deserts.

• There is an urgent need to conserve our unique Australian animals.

• We have a responsibility to actively take care of our natural environments.

• We need to respect the land we live in.

• We have to tread lightly on our land.

Coast and islands theme: Arid ranges theme: Our Coast and islands are dynamic environments Our Arid ranges are ancient landscapes of constantly shaped by wind, water and people. awesome beauty that shape and support a diversity of life. Coast and islands messages: Arid ranges messages: • Our Coast and islands are dynamic and varied. • Our Arid ranges landscape is ancient. • Our Coast and islands support a diversity of wildlife and habitats. • Our Arid ranges have a long history of use.

• Islands can provide natural sanctuaries due • Our Arid ranges support a diversity of wildlife to their isolation. and habitats.

• Our Coast and islands have a long history • You can reduce your impact on this fragile of use. environment.

• You can reduce your impact on this fragile environment.

Desert theme: Backyard theme: Extremes of heat and unpredictable rainfall, Our urban environment provides important habitat shape our deserts and the life within. for native species.

Desert messages: Backyard messages:

• Deserts support a diversity of wildlife and • Your Backyard has replaced local native habitat. habitats. • Your Backyard is part of a larger environment. • Living in the desert is about adapting to • What we do with our Backyard impacts on extremes. the environment. • Rainfall triggers times of plenty. • You can plant a waterwise garden. • Deserts can be dangerous for the unprepared. • Plant local native species. • You can reduce your impact on this fragile • Biodiversity can be achieved in any environment. sized garden.

• Act locally (you can make a difference).

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Explore the interactive In the Deserts section: • To appreciate the relatively cool microclimate components of the of desert animal burrows, place one hand inside the burrow adjacent the Woma Pythons, while Ocean to Outback placing the other hand on the sand above the exhibit. burrow entrance. • View the snake skeleton and marvel at the Ocean to Outback is a multi-sensory experience. construction of this reptile and the multitude The following interactives will help you to enjoy of bones which allow them to glide with relative more experiences on your journey through ease along the ground. the exhibit! • Feel the sun’s heat trapped in the wind tumbled gibber pebbles of the desert adjacent the Inland Taipan exhibit. In the Coast and islands section: • Run your hand over the shells that have been • View footage of an Inland Taipan slithering washed into the sand adjacent the hermit crab down a rats' burrow on the mini-video screen exhibit. adjacent to the exhibit. Watch it work swiftly to immobilize its prey with rapid snap bites, • Stay on the "boardwalk" as you meander though relying on its most toxic venom to avert being the coastal landscape. bitten itself.

• View the diversity of coastal scenes of the South • Marvel at the rapid change in the desert Australia shoreline on the big video screen. landscape after episodic rain. View the flood • Use the special animal track stamps on the debris high in the trees in the Bilby exhibit, an doodle board to tell a story similar to those found indicator as to the volume of water which can in the sandy dunes of the coast. wash down creek lines after rain.

• Feel the tyre prints in the sand extruding from the In the Backyard section: Common Death Adder enclosure and observe • Discover how you can create a wildlife friendly the tyre tracks as they run off through the exhibit garden with the multi-media touch-screen to appreciate the impact of cars on coastal located in the wheelie bin. habitats. • Take home one of the many handouts to assist • View footage on the small video screen adjacent you in creating your own wildlife friendly garden. the Common Death Adder exhibit. The Common Death Adder uses its tail as a twitching lure, • Read the messages displayed by the people striking its prey, dislocating its jaws and swallowing located in the backyard, the volunteer; the older its prey. people; the young people; the farmer and the working people. In the Arid ranges section: • Wander though the demonstration garden and • Carefully lift the flap of bark adjacent the appreciate the native, local provenance plants Marbled Velvet Gecko exhibit to reveal the which can make a backyard very attractive gecko lying beneath. while being water-wise and providing habitat • Touch the enlarged gecko foot to appreciate the for wildlife. complexity of grooves and micro hairs that allow geckos to climb slippery surfaces.

• Look inside the hollow log to view the secretive Fat-tailed Dunnart, a small, nocturnal, carnivorous marsupial which uses dead wood as homes.

• Listen to Indigenous stories narrated by people from the Andynmathana community though the speakers located opposite the Ghost Bat cave.

• Feel the impressions of ancient marine organisms (Ediacara fossils) embedded in the uplifted rocks which form the Ghost Bats' cave.

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A Map Of The Ocean To Outback Exhibit (Animals in exhibits subject to change)

Ghost Ghost Eastern Bat Bat Tree Cave Skink

Fat- Stimsons tailed Python and Dunnart Stick Insect Marbled Velvet Gecko

Bilby and Woma Mulgara Python

Common Mulga Death Snake Adder and Gibber Coast Hopper and island Black Video Tiger (continuous Inland screening) Taipan Snake and and Burrowing Little Frog Penguin

Shingleback and Older People Eastern Farmer Blue-tongue Volunteer Lizard Young People Hermit Greater Working People Crab Stick-nest Rat and Peninsula Dragon

To the rest of Cleland Wildlife Backyard for Park biodiversity garden Entrance

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Ocean To Outback - A Sample Learning Plan

Band: Primary (adaptable to any Band) Time: approximately 6 weeks

Overview Studies of society and environment Place, space and environment Students will learn about South Australia’s fragile and diverse ecosystems and act to conserve them. • Key Idea: Students examine natural and social environments in local and global communities, analysing patterns, systems and relationships. Learning Objectives [In] [T] [KC1] Students will: • Key Idea: Students use a range of resources and • Know that there are different ecosystems in technologies to gather and present information. South Australia and be able to describe some They develop mapping and graphing skills to features of them. represent observable features in the environment. • Understand that different ecosystems support [T] [C] [KC1] [KC2] [KC5] [KC7] different forms of life. • Key Idea: Students consider sustainability and • Understand that these ecosystems need care of resources and places as they explore to be protected. how people’s attitudes and values affect their interactions with natural features and cycles. • Further develop their research and [F] [In] [KC6] presentation skills.

• Develop skills and positive attitudes towards Leading towards outcome(s) Science - Life systems action for the environment. 2.5 Explores relationships between living things by posing investigable questions about features Assessment and functions. [In] [T] [KC6] Criteria for success can be negotiated with 2.6 Communicates understandings of life cycles students at the beginning of the learning. and the importance of diversity for the future. [F] [T] [C] [KC2] SACSA Framework Studies of society and environment - Science - Life Systems Place, space and environment

• Key Idea: Students pose questions and seek 2.4 Shows and reports on understanding of the explanations about the internal and external interrelationships between natural and built features of living things in order to better environments, resources and systems. understand the supports of life in particular [In] [T] [KC2] environments. [In] [T] [C] [KC6] 2.5 Uses symbols, maps, models and flow-charts • Key Idea: Students construct and explain their to describe the location of places and ideas about the diversity of living things and how demonstrate relationships. [T] [C] [KC2] they reproduce and grow. They identify and 2.6 Understands that people cause changes in communicate the importance of maintaining natural, built and social environments, and diversity of living in order to sustain life on Earth. they act together in solving problems to ensure [F] [C] [KC2] ecological sustainability. [F] [In] [KC6]

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Essential Learnings Key Competencies F = Futures KC1 = collecting, analyzing and organising information I = Identity KC2 = communicating ideas and information In = Interdependence KC3 = planning and organising activities T = Thinking KC4 = working with others in teams C = Communication KC5 = using mathematical ideas and techniques KC6 = solving problems KC7 = using technology

Learning activities 3. Investigating issues (See the rest of the Ocean to Outback teacher Students undertake research individually and resource for more ideas.) in their groups to find out as much as they can about each area. Collate it into a chosen 1. Tuning in form of presentation (eg PowerPoint, speech, Discuss with students the chance to find out more murals, DVD). about their State. Ask students where they have Discuss the students’ ideas for protecting the been in South Australia and mark the places on areas they have researched. a map. Ask them to describe the various areas of the state they have seen. Compare and contrast 4. Taking action the places suggested in terms of landscape, Ask students to suggest audiences for their flora and fauna, climate within their backyard or presentations eg assembly, parent groups. school grounds. (If coast and islands, arid ranges, Groups of students then organize an event desert and backyards do not all appear in the to present their findings and suggest ways to students’ responses then add your knowledge.) protect areas of the state, including a group Introduce the concepts of biodiversity and who investigated backyards (and the school). ecosystems and discuss the above areas as It is important that actions are real and purposeful ecosystems. and provide students with a sense of being able Discuss with students the opportunity to visit to 'make a difference'. the Ocean to Outback interpretative exhibit at Seek the parents' support for a school-based Cleland Wildlife Park. activity. eg developing and maintaining a habitat Plan together when to undertake the visit (ie early area in the grounds with the support of the Urban in the learning, during the learning or after the Forest Biodiversity Program or local environmental main learning). groups. Undertake the initiative involving students at all stages of the action. 2. Exploring ideas . Concluding activities Ask students to choose one of the mentioned areas of the state they would like to know Review the learning objectives and the outcomes. more about. Put in place structures and processes to continue the school based actions. Write to the Education Brainstorm questions to explore eg Staff at Cleland and tell them what you • Where is this area? have done. • Who lives here? Resources • What do they eat? • Map of South Australia showing areas • Who eats them? eg. arid regions, deserts.

• What features do they have to help • Ocean to Outback teacher resource. them to live in this environment? • Internet access for research. • What kinds of plants are here? • What are the threats to this area? • Urban Forest Biodiversity Program - http://www.urbanforest.on.net/main.htm • Why is this area important? • How can we protect this area?

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Suggested post-visit activities

Suggestion:

Depending on the reason for your visit, the interests of your students or whether you have developed your own learning program, the following suggested post-visit activities may be helpful.

You will find much of the information around these topics in the Ocean to Outback interpretative exhibit so it would be a good idea to plan what information you need to collect prior to visiting Cleland Wildlife Park.

General activities • Write a letter to a friend about your visit and what you learnt about Australian plants, animals • Become the "class expert" on the animal you and why parks are important to the survival of our have researched in the Ocean to Outback native animals and plants. interpretative exhibit and tell others about your findings. Was there anything particularly unusual • Design a brochure inviting others to visit Cleland or interesting about your animal? Wildlife Park. What would be the important things to include in such a brochure? • Research some South Australian conservation programs - how can you help and take action? • Undertake an Ecological Footprint exercise to Run a campaign at school, or in the community, understand your impact on the environment. to support an issue or raise funds for such How can you make changes in the way you do a cause. things at school and at home so that you can reduce your footprint? • Have a class discussion about birds and animals in your school or neighbourhood and decide • Identify a nature-based enterprise (eg tourism) what you can do in your school to protect and and negotiate to work with them in continuing conserve these local birds and animals. eg Can to improve their sustainability performance. you plan and grow a garden of local plants to • Research the economic, social and support the local species? environmental parameters between two • Choose a native animal at Cleland or in your nature based tourism enterprises. Develop and local school area. Research its needs including deliver a report for that enterprise focussing on features, behaviours and habitats and present their sustainability. your findings to others (eg your school class or • Identify birds that are local to your area. whole school). What action can you take Research their features, behaviours and habitats in your school or at home to support this and take action to support them. eg support animal's survival? local bird life by making bird boxes for the • Identify an environmental/species recovery community to replace hollow logs or planting program or campaign which interests your an appropriate garden. class and raise support for the animal in your • Use the Glossary to identify student community. You can do this by talking about research projects. the animal, developing posters, undertaking fundraising or another form of active • While the focus has been on the science participation in the project. and social science there is plenty of scope for including an arts focus as well. Student presentations, plays, brochures and posters are just some examples.

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Geography and History Human Impact

• Identify the landscapes that include deserts, • Research Indigenous stories and art works that coast and islands, arid ranges and backyards. include animal tracks and information. What kind of climates do each of these • What is an ecosystem? Identify indicators of landscapes have? What animals live in each health of ecosystems. Where do humans fit into landscape and how do they survive? this ecosystem? What is the impact of introduced • Research the difference between weather and species on an ecosystem? climate and relate it to the needs of the flora • Survey attitudes and/or actions that people take. and fauna of South Australia. What did your survey tell you and what action • Research and draw up timelines of South can you take as a result of this research? Australia’s ancient history and fossils. What do • What animals have been introduced to Australia you think has happened to change the and why were they introduced? What has been landscape over time? Can you map, or find a the impact of the introduction of these species? map, of the original flora that was across South Australia? How was it different from now? • How can you be a responsible pet owner and allow some native animals to live in your • Identify where your school is on a map. You may backyard with pets like cats and dogs? What like to use a Global Positioning System (GPS) to actions do you need to take? eg you could help with this. Find your home on Google Earth. develop a brochure to send to families in the What do you notice about your neighbourhood? community explaining some easy and simple Would it have always been like that? What actions to support local native flora and fauna. kind of weather do you experience in your neighbourhood? What kind of animals and • Research the impacts that humans have had on plants do you have in your area? Design and various ecosystems. How can we reduce these run a campaign to let people know about your impacts? What actions are we taking to try to findings. What other actions can you take redress these issues (eg Operation Bounceback) to support these local animals? and what other actions can we take?

• What kind of animals would have lived in your • Research the impacts of water pollution on area before the houses, schools and other flora and fauna in South Australia. What kind of buildings were built? Research the history of pollution would we find in water and how can your area by talking to older people in the we take action to reduce water pollution? neighbourhood to find out what animals • 'Logs have life inside'. We often pick up the wood and plants they remember seeing in your that birds and animals use as homes to put into neighbourhood. What changes have happened our fires. What sort of heating do people use in over time and how many of the animals still live in your area? You may like to survey some of your your neighbourhood? Develop a timeline around neighbours to gauge the main type of heating your research. Is there any action you can take to used. If it is mainly wood fires then design a support the animals that still live there? brochure for the community to discourage the • Identify a relevant environmental/species collection of fallen wood for fires. recovery program or campaign which interests your class and run a campaign to raise support To receive recognition for your efforts for the animal in the community by talking about the animal, developing posters, undertaking Write to the Cleland Education Officers to let fundraising or another form of active participation them know what project your class has been in the project. involved with and what you have achieved.

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Animal and plant research • Research the features of animals that help them to survive in their habitats. How do animals attract their food? What are some of the • Investigate classification and research why strategies animals use to survive eg camouflage, animals were first classified into groups. How mimicry? What are indicators of risk for animals? are they classified? What is the origin of, and reasons for, Latin names in classification? • Animals are often territorial. Research the eg What is a reptile? animals in the display and identify which ones are territorial and investigate how this helps • Research the life cycles of the animals you have them survive. seen in the Ocean to Outback exhibit. How are these life cycles related to the weather and the • Research how animals use other animals to help seasons? them survive.

• Identify food webs and food chains in Ocean to • Can you identify food chains and food webs Outback and in your local area. using the animals in the Ocean to Outback exhibit? Animals and plants also have • Write a theoretical survival report for the animal interdependent relationships. Can you of your choice for 50/100/200 years time. identify any? • After your visit, compare the biodiversity of two landscapes – eg urban and other.

• Research the nutrient cycle and discover how animals fit into this cycle.

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Suggested post-visit Arid ranges • Research Aboriginal groups of the Arid ranges activities in landscapes and present your findings to your class or the of the Ocean to school assembly. • Research Dorothy Tunbridge, from the Outback interpretative Adnyamathanha and the Nepabunna School. exhibit • Research and draw up timelines of South Australia’s ancient Indigenous history indicating the past, present and future changes over time.

Coast and islands • Research the weather and climate of the arid • Become the class expert/s on the following ranges and relate it to the needs of the flora animals by researching the animals' features, and fauna that live there. behaviours and habitats and presenting your • Become the class expert/s on the following findings to your class and/or school: Black Tiger animals by researching the animals' features, Snake; Peninsula Dragon; Common behaviours and habitats and presenting your Death Adder. findings to your class and/or school: Stick-insect; • Research the coastal Aboriginal groups and Stimsons Python; Fat-tailed Dunnart; Eastern Tree present your findings to your class. Skink; Marbled Velvet Gecko; Spiny-tailed gecko; Yellow-footed Rock-wallaby and Bounceback; • Investigate the types of coastal plants and Ghost Bats and their past and current distribution. animals we have in South Australia. Show the range of habitats on a map of SA. How does the • Research animal defence systems. weather and the climate relate to the areas that • Research and discuss the history and patterns of you have identified? land-clearing, while also considering the current • Research and draw up timelines of South rates and regulations around land clearing. Australia’s ancient history and fossils. Identify • Consider the Parks Code and identify what you timelines, past, present, future, and show the can do to support park environments. changes over time.

• Identify your local beaches. What coastal plants Deserts and animals live on your local beaches? What • Become the class expert/s on the following can you and your class do to conserve them? animals by researching the animals' features, eg write to local government, run a campaign in behaviours and habitats and presenting your your school letting people know about the issues findings to your class and/or school: Bilby; Inland and what action they can take. Taipan; native Long-haired and Plains rat; Gibber • Investigate coastal geography by mapping the Grasshopper; desert burrowing frog; Woma regions of South Australia and considering the Python; Mulga or King Brown Snake; Mulgara. weather and climate of the Coast and islands. • Research the cycles of wet and dry in the desert. • Investigate how Coast and islands can be What impact does this have on animals that live eroded (Forms of erosion). there? What particular impact would this have on the animal you chose to research? • Research and draw up timelines of South Australia’s ancient history and fossils – focussing on coastal and marine fossils. What can we learn from these timelines? What changes have occurred over time?

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• Research the Bilby recovery program and decide the local area past and present. How does your what action you can take at school to support school impact on the habitat of these animals? Bilby recovery eg raise awareness of the Bilby What actions will you take to plan for the future? program by supporting the Easter Bilby. Are there • Research the range of South Australian threatened other recovery programs in South Australia? and extinct animals and plants. What is being Investigate and let others know how you can done and what can be done to help threatened support these programs. animals survive? • Research survival strategies of desert animals • Research what your school can do to support and plants. What survival strategies does your survival of particular species particular animal use? • How can you be a responsible pet owner and • Research and compare the skeletons of many allow some native animals to live in your backyard types of animals in the display. Does the form and also have pets like cats and dogs? What of the skeleton relate only to movement? actions do you need to take? eg you could How does the skeleton of your chosen animal develop a brochure to send families in the help it to move? community explaining some easy and simple • Research animal cannibalism. Are there actions people can take to support local native cannibalistic animals in the desert? Does your flora and fauna. chosen animal sometimes resort to animal • Develop stories around the backyard. cannibalism? For example • Research the threat of bushfires in these areas. What are the benefit negative consequences of bushfires? How would a bushfire affect the animal "The idea for this story came through watching of your choice? Is there anything you can do at those 'backyard makeover' TV programmes. I school to reduce the likelihood of bushfires, like usually prefer the original backyards to the new running a campaign for people travelling to the and 'improved' versions, and I'm always very desert regions? glad that nobody landscaped the backyard I had when I was growing up. It was large and • Consider the Parks Code and identify your own rambling, with trees to climb, an old shed to behaviours that would help conserve the desert hide in, and plenty of space in which to ride environment. What messages would you give to my bike, bash a ball about, and keep pets. people who were travelling to the desert areas (I had a dog, a magpie, a tortoise, and ducks.) of South Australia or Australia? Today in Australia, backyards like mine are • What action can you take at your school or in disappearing, which is sad. your home to support desert environments? I never had a proper cubby house, but the neighbours did. The two daughters of the Backyards family were grown up, so the cubby belonged • Become the class expert/s on the following to the youngest child, Terry - a boy! What a animals by researching the animal's features, waste, I thought, but in fact, Terry was as artistic behaviours and habitats and presenting your as he was generous, and the two of us spent findings to your class and/or school: Blue-tongue long glorious days decorating and playing in it. Lizard; Sleepy lizard. What would I have done if I hadn't had that • Research or develop an oral history project in space and that cubby?" your area to discover the history of land use. Ruth Starke • Research the Indigenous perspectives of your http://www.penguin.com.au/authors/ local area. author-author-profile.cfm?AuthorId=0000002994 • Research the common plants and animals in

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Making a difference

The Ocean to Outback post-visit activities are genetic integrity of species in the natural bushland suggested actions to support the environment. is not lost through interbreeding which may occur when plants from different localities are planted Some specific actions and tips for creating a side-by-side. Ask the nursery where their plants (or Backyard for Wildlife in your school or at home the seed) came from to make sure it really is local have been included here to support flora and material you are about to plant. fauna habitats in your area. Why not develop an action plan for a project in your school or community? These have been adapted from 2. Establish garden plants that reach Urban Forest Biodiversity Website (http://www. different heights, from roof height urbanforest.on.net/main.htm). to ground level.

To attract and keep wildlife in your backyard, To receive recognition for your efforts your garden needs to be more than just trees and Write to the Cleland Education Officers to let shrubs. In natural bushland, there are five main them know what project your class has been layers of vegetation or, put another way, five involved with and what you have achieved. different heights of plants (see below). Different animals live in one or more different layers of vegetation, so the more variety you can provide 1. Add some South Australian plants in the size of plants you choose to grow, the to your garden. greater the variety of animals you are likely By growing plants that were originally in your area, to attract. you can help to preserve native wildlife and rebuild To mimic bushland your Backyard for Wildlife some of the important relationships that existed in should include the following different levels: - the original bushland. • Tall trees (the upper storey eg eucalypts, Looking after our remaining bush and planting native pines); local native species to recreate habitat is just the start. There are actions you can take in your own • Smaller trees and tall shrubs (the middle storey garden or at school, no matter how big or small eg wattles, banksias, sheoaks, tea trees, they might be, that can help encourage the return bottlebrushes); of native wildlife to our urban environments. • Shrub layer (shrubs will range from about 0.5 to Gardening is one of our favourite pastimes. 1metre in height eg correas, hop-bushes, wattles, What we do in our home, school or gardens hakeas); has the potential to benefit or harm the natural • Small shrubs and herbs (the ground or environment. Local native species are the most understorey eg grasses, lilies, creepers, orchids); appropriate plants for the creation of your • The litter layer is a bit different from the other Backyard for Wildlife at home or at school. layers as it comprises leaf matter, fallen branches, Local native plants are likely to be the most logs and rocks effective plants to attract native wildlife back to The presence of smaller birds such as wrens and your garden. They are adapted to local climate robins are a positive indication of the health and and soil conditions, and are less likely to be habitat value of your garden. It is these smaller susceptible to diseases and insect attack. The birds that are declining, especially in the Mt Lofty use of local seed sources is particularly important region, as middle and under-storey habitats have when your property is near a remnant block of been destroyed or severely degraded. Hakeas and native bushland. Revegetate your schoolyard or prickly acacias (middle storey plants), planted in local council reserve to conserve and encourage clumps, provide safe retreats and nesting sites for biodiversity. Planting local species ensures that the small birds such as wrens and finches.

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3. Keep domestic pets inside at night, Possums are found in many suburban gardens. particularly if you live near bush. Artificial nest boxes can be installed to avoid them taking up residence in the roofs of buildings. Domestic pets are great companions, but can Possums are territorial, so having one settled in a cause havoc with our native wildlife. nest box can deter others from seeking out nesting If you own a domesticated pet, such as a dog or sites in your roof space. cat, you need to ensure that it is not going to use your habitat garden as a hunting ground. . Establish a range of plants which flower Sectioning off part of the garden from your dog at different times, to have flowers in and using bells on cat collars can help give wildlife your garden all year round. a better chance of avoiding trouble. A mixture of eucalypts, tea trees, wattles (Acacias), banksias, grevilleas, peas, daisies and grasses are 4. Attract wildlife to your backyard excellent for attracting birds. Plants with tubular We still see native birds, lizards, bats, frogs, insects flowers, such as Eremophilas, Epacris impressa and other animals in our suburbs, but there are and Correas, are important for attracting nectar- fewer species and some are in fewer in number feeding birds, such as honeyeaters, and spinebills. than they used to be. Our native wildlife is Plants that bear berry fruits, such as saltbushes and disappearing at an alarming rate and our quality native apricot, are an attractive food source to of life will be all the poorer for this. many birds, but resist the temptation to supplement birds’ diets with seed and human foods such as We can attract native wildlife to our gardens by bread. By feeding birds in the backyard you may providing food, water and shelter. be upsetting their balanced diets by introducing Birds require local native plants for feeding, nesting incorrect nutrients, and also creating a level of and breeding. A water source is also useful, as dependency that could result in the birds starving birds need water to drink and bathe. If you install a if you were to move or stop feeding them. This birdbath, be sure to place it away from the house type of human interference often favours more windows and out of the reach of domestic pets. aggressive birds, which will in turn scare other birds While all bird species have specific needs, it is from your backyard. possible to generalise and attract birds to your garden. 6. Use alternatives to chemicals wherever you can in the home and garden. Lizards, such as skinks and blue-tongues, are Chemical use has become a part of backyard commonly found in suburban gardens where there gardening. Chemical sprays are generally easy to are rocks, open drains or piles of timber to provide apply, giving quick and reliable results. them with shelter. They live on the ground, variously feeding on insects and snails which they find in leaf However, if chemicals such as herbicides, matter and amongst groundcover plants. Habitat pesticides and fungicides, are not used with due for lizards can be provided in the form of hollow care, they can have deadly effects on organisms logs, grass tussocks and piles of rocks, and leave other that the ones you wish to control. The term a good supply of leaves and twigs on the ground for this is off-target damage. Native species can be both as a food source and to enable them to seriously affected by off-target damage. move around in safety. It is important to remember the many benefits of Frogs and Native Fish. Can be encouraged by predator insects. When you spray chemicals you constructing a pond or rock pool in your garden. may also be killing the insects that help to eliminate This can entice native frogs into your backyard. unwanted pests. The introduction of native fish (along with the frogs) An integrated approach to pest control is based will help prevent mosquitoes from becoming a on having a good knowledge of the pest and/or nuisance in your garden. Frogs are very sensitive the host and then applying appropriate methods to off-target herbicides and pesticides, so never of control. Integrated control has the advantage spray waterways and ponds unless the chemical is that it generally results in effective long-term specified for that purpose. management of the pest rather than a 'quick fix' approach.

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(Integrated pest management involves the integrated use of four basic control techniques. Remember to receive recognition ie Physical control, Biological control, Genetic for your efforts modification and Chemical control.) Write to the Cleland Education Officers to let them know what project your class has been Be particularly careful when using chemicals involved with and what you have achieved. near waterways or stormwater drains. Many chemicals are not safe to use in these areas, and will end up in Adelaide’s watercourses. Take appropriate personal safety precautions and store your chemicals in a dry, cool shed or cupboard dedicated to that purpose. They must be kept in sound original containers that are fully labelled and tightly sealed.

South Australian Curriculum Standards and Accountability Framework (SACSA)

Cleland Wildlife Park Education programs, by Educators are encouraged to develop an nature and purpose, fits into the SACSA Framework, integrated unit of work that incorporates student most directly through the learning areas of Science needs and other SACSA learning areas, Essential and Society and Environment. The programs also Learnings and cross-curriculum perspectives as highlight the Essential Learnings of Futures and appropriate. Interdependence. These provide the major focus of Detailed SACSA links are included as a separate the programs. resource. Please request them if required.

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Glossary

Abiotic – components are non- living chemical and Breeding – The process of producing offspring. physical factors in the environment. These may be Bushland – An area of native flora and fauna that classified as light, temperature, water, atmospheric is dominated by trees and shrubs. gases, wind as well as soil and physiographic (nature of land surfaces) factors. Camouflage – The colours, markings or patterns on an animal that allow it to blend in to the Adaptation – A biological adaptation is an environment to avoid predators or catch prey. anatomical structure (structure), physiological process (function) or behavioral trait of an Catchment – The land area where surface water organism that has evolved over a short or long collects and drains into a common stream or period of time by the process of natural selection waterway. such that it increases the expected long-term Caudal Luring – Refers to a behaviour observed reproductive success of the organism. in snakes, where tail movements are used to lure Amphibian – Vertebrates that spend part of prey. their lives under water (breathing with gills) and Coastline – The boundary between the land and the remainder on land (breathing with lungs). the open sea. Amphibians are cold-blooded; their body temperature depends on the temperature of Conservation – To preserve and protect natural their environment. There are three groups (orders) resources, species and ecosystems. of living amphibians: newts and salamanders Continental Shelf – The shallow seabed, surrounding (urodeles); frogs and toads (anurans); and a continent, which slopes gradually downwards caecilians (the worm-like gymnophiones). until it reaches the steep continental slope. This is Aquaculture – The farming of aquatic animals or a highly productive area for marine life. plants under controlled conditions. Crustacean – A class of aquatic invertebrates with Arid – An extremely dry region or climate. a hard exoskeleton, two body segments and two pairs of antennae. eg prawns, crabs and lobsters. Autotomise – To cast off a body part either as a defence mechanism (eg when a lizard loses its tail) Deserts – Dry regions, usually with sparse or to remove an injured body part. vegetation, that receive less than 250 millimetres of rainfall per year. Backyard – An enclosed area at the back of a house or your local area and what is in this area. Diurnal – Active during the day. eg, diurnal animals are active during the day and sleep at night. Behavioural Adaptation – Specific behaviours, such Diurnal plants have flowers that open during the as the way an animal feeds and reproduces, that day and shut at night. enhance survival in its habitat. Diversity – A measure of the variety, distribution Biodiversity – The variety of plants, animals and and number of species in a particular area. other organisms in an area and the ecosystems that they form. Dormant – A state in which a plant or animal is at rest or inactive, eg during winter or cold weather. Biological Diversity – The variety of species and living organisms on Earth and the ecological Echolocation – The process of emitting high complexes that they form. frequency sound pulses to navigate or locate objects in the environment. Animals listen to the Biotic – means relating to, produced by, or echoes that return from various objects in the caused by living organisms. It may also refer environment. They use these echoes to locate, to the condition of living organisms. range and identify the objects. Echolocation is Bird – A warm blooded feathered animal with a used for navigation and for foraging (or hunting) beak that lays eggs. Birds have forelimbs that are in various environments. modified as wings and lightweight bones that Ecology – The study of the interactions between enable them to fly, although a few species are living organisms and their physical and biological incapable of flight. environment.

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Ecosystem – A community of plants, animals, Food Chain – The pathway of food energy and microorganisms and fungi and their interactions nutrient flow through a series of organisms, as each with each other and their environment. feeds on the previous one.

Ectotherm – A creature that controls body Food Web – Food Webs describe the feeding temperature through external means, such as relationships, which are often complex and the sun, or flowing air/water. interrelated, in a biological community or ecosystem. Ediacaran – (named after the Ediacara Hills of South Australia) is the last geological period of the Fossils – A remnant or trace of an organism of Neoproterozoic Era, just preceding the Cambrian a past geologic age, such as a skeleton or leaf Period of the Paleozoic Era. Its status as an official imprint, embedded and preserved in the Earth's geological period was ratified in March 2004 by the crust. International Union of Geological Sciences (IUGS) Grasslands – Regions where the dominant and announced on May 13, 2004, the first new vegetation consists of grasses or grass – like plants, geological period declared in 120 years. The type with few shrubs or trees. section is in the Flinders Ranges in South Australia. It overlaps, but is shorter than the Vendian period, Habitat – The area or environment where a plant a name that was earlier proposed in Russia. or animal naturally occurs.

Endangered – Species that are in danger of Indicator Species – Indicator species are unique becoming extinct. environmental indicators as they offer a signal of the environmental condition in a particular Endemic – describes a plant or animal that is native environment. Using bio-indicators as an early to a certain place or area. warning of pollution or degradation in an Endotherm – Warm-blooded animals that maintain ecosystem can help sustain critical resources. thermal homeostasis which is keeps the body The two most common uses of the term indicator temperature at a constant level. This involves species are when an ecoregion is delineated, or the ability to cool down or produce more body when an indicator of an environmental condition heat. Warm-blooded animals mainly control their is met, (eg a species being affected by a disease body temperature by regulating their metabolic outbreak/infestation such as Phytophera which rates (eg increasing their metabolic rate as the affects many plants but specifically Xanthorea surrounding temperature begins to decrease). which is the indicator species for this disease). Environment – The surrounding physical, chemical Pollution, diseases, species competition (invasive and biological conditions that influence the growth species) and climate changes can be factors for and development of an organism. these environmental changes.

Erosion – The wearing away or removal of rock or Insect – The most diverse group of animals on soil by the action of running water, wind or waves. the planet, insects are generally classified as a member of the Arthropods; Class Insecta. Modern Estuarine – Living in or relating to estuaries. An insects range in size from less than a millimetre to estuary is a semi-enclosed coastal body of water over 18 centimetres in size. An insect’s adult body with one or more rivers or streams flowing into in characterized by three pairs of legs and a body it with a free connection to the open sea. They segmented into a head, thorax, and abdomen, are often associated with high rates of biological and usually two pairs of wings. Virtually all insects productivity. An estuary is typically the tidal are born from an egg laid by their mother. Some mouth of a river and is often characterised by of the most common and well-known insect sedimentation or silt carried in from terrestrial species include flies, crickets, mosquitoes, beetles, runoff. They are made up of brackish water butterflies, and bees. (water that is saltier than fresh water, but not as salty as seawater). Integrated Pest Management – involves the integrated use of four basic control techniques. Exoskeleton – The hard external covering found ie Physical control, Biological control, Genetic on the outside of the body of certain organisms, modification and Chemical control. eg insects. Invertebrate – An animal or organism that does Fauna – The types of animals found in a particular not have a backbone, eg a sponge or sea slug. region or area. Landscape – A collection of landforms, vegetation Flora – The types of plants found in a particular types and ecosystems, which characterise a region or area. certain area of land.

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Mammal – An animal that is warm blooded, has Oviparous – A method of animal reproduction in hair or fur and produces milk for its offspring. which eggs are laid by the female and develop outside the body. Mangroves – (generally) are trees and shrubs that grow in saline coastal habitats in the tropics Predator – An animal that hunts and eats and subtropics. The word is used in at least three other animals. senses - most broadly to refer to the habitat of Prey – An animal that is hunted and eaten by the mangrove swamp and mangrove forest or to another animal. refer to all trees and large shrubs in the mangrove swamp, and finally to refer to the mangrove family Rangelands – Areas of land consisting of grasses of plants, the Rhizophoraceae. Mangrove swamps and shrubby vegetation that are often used for are found in depositional coastal environments grazing livestock. where fine sediments, often with high organic Remnant Vegetation – Patches of native content, collect in areas protected from high vegetation that remain after the land has been energy wave action. cleared, or over grazed. Marine – relating to the sea, eg marine fish live in Reptile – A cold-blooded animal that lays eggs, the ocean. breathes air and has a scaly exterior. Marsupial - Mammals in which the female typically Respect – To show appreciation or consideration. has a pouch (called the marsupium, from which the name 'Marsupial' derives) in which it rears its Sanctuary – A place where animals live and are young through early infancy. protected from hunting and predators.

Microclimate – The climate of a small site or Savannah – Tropical or subtropical ecosystems habitat, such as a cave, that may be different to dominated by grasses. the general climate of the surrounding area. Sediment – Any particulate matter that can be Middens – Places where ancient Indigenous transported by fluid flow (water, wind, ice, glacier) people discarded materials such as shells, bones that is eventually deposited on the bed or bottom and food remains. of a body of water or other liquid.

Natural environment – The living (eg. plants, Shrubland – Habitat type consisting mainly of animals) and non-living (eg soil, wind, water) woody shrubs greater than 0.5 m in height. components of an environment that are not Speciation – The evolutionary process by which a formed or influenced by humans. new species develops from an existing species.

Natural Resources – Naturally occurring substances Species – A population of organisms with similar that are considered valuable in their relatively physical, anatomical and genetic features that unmodified (natural) form. eg air, water, minerals, can interbreed and produce fertile offspring. fish and forests. Sustainability – Meeting the needs of the present Niche – A term describing the relational position and continuing to meet future needs without of a species or population in an ecosystem. More depleting natural resources or causing severe formally, the niche includes how a population ecological degradation. Sustainability also responds to the abundance of its resources and relates to the continuity of economic, social and enemies (eg by growing when resources are environmental aspects of human society, as well abundant and predators, parasites and pathogens as the non-human environment. are scarce) and how it affects those same factors (eg by reducing the abundance of resources The Great Artesian Basin (GAB) – One of the through consumption and contributing to the largest artesian groundwater basins in the world. population growth of enemies by falling prey to It underlies approximately one-fifth of Australia them). The abiotic or physical environment is part and extends beneath arid and semi-arid regions of of the niche because it influences how populations Queensland, New South Wales, South Australia and affect, and are affected by, resources and the Northern Territory, stretching from the Great enemies. It also includes a species’ habitat and Dividing Range to the Lake Eyre depression. It is a lifestyle in a community - its diet, activity patterns valuable and precious source of water. Since its and its role in the ecosystem. discovery in 1878 thousands of bores have been created to tap the source, many of which flow Nocturnal – An animal that is active during uncontrolled and result in 95 percent of this water the night. wasted through evaporation.

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Topology – The study of the shape and physical Venomous – describes an animal that produces features of an area of land. a poison used for catching and immobilising prey or for defence and is usually injected rather than Understorey – Includes the herbs, grasses, shrubs, being ingested or absorbed, eg snake. mosses, lichens and small trees that occupy the vegetation layers (strata) below the canopy of Vulnerable – Species whose populations are low taller trees. Some habitats have mixtures of these or declining and may become endangered if their plants, whilst others, such as grassy woodlands, needs are not addressed. have mostly grasses and no shrubs. There can be Wildlife – Any living creature (plants, animals an enormous difference in the diversity of species and other organisms) that is not tamed or between the understorey and overstorey layers. domesticated. Urbanisation – the increase in the population of Woodlands – Generally used in Australia to cities in proportion to the region's rural population. describe ecosystems which contain widely Urbanization is studied in terms of its effects on spaced trees, the crowns of which do not the ecology and economy of a region, while touch. In temperate Australia, woodlands the discipline of urban society studies political, are mainly dominated by Eucalyptus species. psychological and anthropological changes to Temperate woodlands occur predominantly in human society that occur in an urban environment. regions with a mean annual rainfall of between 250-800 millimetres, forming a transitional zone between the higher rainfall forested margins of the continent and the shrub and grasslands of its arid regions.

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Species Genus and Dasyuroides cristicaudata Macrotis lagotis sagitta Macroderma gigas Liasis stimsoni Topidoderus childrenii Egernia striolata Sminthopsis crassicaudata Oedura marmorata Acanthophis antarticus Notechis ater Eudyptula minor Leporillus conditor Pagurixus handrecki Family Dasyuridae Peramelidae Megadermatidae Boidae Phasmatidae Scincidae Dasyuridae Gekkonidae Elapidae Elapidae Spheniscidae Muridae Diogenidae

Sub Order - - - Serpentes - Sauria - Sauria Serpentes Serpentes - - Reptantia exhibit

Order Peramelemorphia Dasyuromorphia Chiroptera Squamata Phasmatodea Squamata Dasyuromorphia Squamata Squamata Squamata Sphenisciformes Rodentia Decapoda Class Mammalia Mammalia Mammalia Reptilia Hexapoda Reptilia Mammalia Reptilia Reptilia Reptilia Aves Mammalia Malacostraca Phylum exhibit with classification included: Vertebrata Vertebrata Vertebrata Vertebrata Arthropoda Vertebrata Vertebrata Vertebrata Vertebrata Vertebrata Vertebrata Vertebrata Arthropoda

Kingdom ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA

Ocean to Outback Ocean to Outback

Name Common Mulgara Greater Greater Bilby Ghost Bat Children’s Children’s Stick Insect Stimson’s Python Tree Skink Tree Fat-tailed Dunnart Marbled Velvet Marbled Velvet Gecko Common Death Adder Penguin Black Tiger Snake Stick nest rat Hermit Crab Depicted Landscape Desert River Arid ranges Arid ranges Arid ranges Arid ranges Arid ranges Coastal Dune Coast/Island Coast/Island Coastal 9  7 6  4 3 2 1 10 Case Exhibit Fauna in the Species or specimens contained in the

41 Ocean to Outback Education Resource Cleland Wildlife Park

Species Genus and Aspidites ramsayi Pseudechis australis Oxyuranus microlepitoda Tiliqua scincoides scindoides Trachdosaurus rugosus Homo sapiens Homo sapiens Homo sapiens Homo sapiens Homo sapiens Family Boidae Elapidae Elapidae Scincidae Scincidae Hominidae Hominidae Hominidae Hominidae Hominidae

Sub Order Serpentes Serpentes Serpentes Sauria Sauria Anthropoidea Anthropoidea Anthropoidea Anthropoidea Anthropoidea Order exhibit continue

Squamata Squamata Squamata Squamata Squamata Primates Primates Primates Primates Primates Class Reptilia Reptilia Reptilia Reptilia Reptilia Mammalia Mammalia Mammalia Mammalia Mammalia Phylum Vertebrata Vertebrata Vertebrata Vertebrata Vertebrata Vertebrata Vertebrata Vertebrata Vertebrata Vertebrata Kingdom ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA ANIMALIA d Ocean to Outback lizar Name Common Woma Woma Mulga Snake Inland Taipan Eastern Blue- tongued Sleepy lizard Farmer Older People Younger People Volunteer Working People Depicted Landscape Desert Sands Desert Plain Gibber Plain Backyard 11 12 13 14 Case Exhibit Fauna in the

Ocean to Outback Education Resource 42 Cleland Wildlife Park

Cleland Flora Species List Flora in the Ocean to Outback backyard garden

Scientific name Common Name Flower Time Flower Colour

1 Acacia acinacea Wreath Wattle winter - spring yellow

2 Acacia dodonaeifolia Hop Bush Wattle winter - spring yellow

3 Acacia myrtifolia Myrtle Wattle winter - spring yellow

4 Aristida behrianna Brush wire grass purplish

5 Banksia marginata Silver Banksia winter - summer yellow

6 Boronia coerulescens Blue Boronia spring white - blue

7 Brachyscome multifida Daisy all year pink

8 Cheiranthera alternifolia Finger Flower spring yellow

9 Correa decumbens Spreading Correa summer red

10 Correa glabra Rock Corea spring red - white

11 Cyperus gymnocaulos Spiny flat sedge na

12 Danthonia spp. Wallaby grass na

13 Daviesia ulicifolia Gorse Bitter Pea winter - spring orange

14 Dianella revoluta Black Anther Flax Lily spring - summer Blue

15 Dicksonia antarctica Soft Tree Fern na

16 Dilwynia hispida Red Parrot Pea spring red

17 Goodenia blackiana Native primrose spring - summer yellow

18 Goodenia ovata Hop Goodenia all year yellow

19 Hakea rugosa Dwarf Hakea winter - spring white

20 Hardenbergia violacea Native lilac winter - summer lilac - white

21 Kennedia prostrata Scarlet runner winter - summer scarlet

22 Linum marginale Native flax na

23 Pultenaea daphnoides Large Leaf Bush Pea winter - spring yellow - red

24 Todea barbara King Fern

25 Xanthorrhoea semiplana Yacca na

For more information, the Flora species lists for Cleland Conservation Park can be found at: http://www.environment.sa.gov.au/biodiversity/pdfs/species_lists/flora/cleland_cp_alphabetical.pdf

43 Ocean to Outback Education Resource Cleland Wildlife Park

Resources and web links

Ocean to Outback theme: South Australia has a diversity of fragile ecosystems, which we can all help to maintain. Audience Website Resource Web Description Teacher Resource www.parkweb.vic.gov.au/education/ What does endangered mean? endangered_species/bb2.htm Extinction process – games, resources etc. Primary/Secondary www.science.org.au/nova/010/010print.htm Australia’s Threatened Species relationship with biodiversity includes activities. Primary/Secondary www.gullivermedia.com.au/wildlife.html Living Landscape, Australia’s Ecosystem. Junior/Primary/ www.science.org.au/nova/010/010glo.htm Clear glossary of terms. High School Secondary www.cse.csiro.au/ CSIRO site – choose to discover ecosystems urban www.cazr.csiro.au/biodiversity.htm ecosystems, diversity, Todd River. Teacher www.watercare.net/wll_cc/cw_ecosystem_ Watercare site includes resources, activities suitable for Resource copy1.htm the early years through to the middle years. Early years/Primary/ www.geography4kids.com/files/land_ Easy, descriptive words. – An Ecological System. Secondary ecosystem.html Teacher Resource www.nab.waterwatch.org.au/ Activities for the early years – resources and links. Secondary www.abc.net.au/rn/science/earth/stories/ ABC Radio discussion on the value of ecosystem s121042.htm services. - Thought provoking and broad look at issues. Teachers Resource www.stradsch.sa.edu.au/miers/ Life cycle of the butterfly, activities for the early years – investigates features and behaviours of plants and animals. Upper Primary/ http://www.teachers.ash.org.au/jmresources/ Jackie's Resources for Learning and Teaching – Secondary default.htm#modules links to many websites, well categorised. Teacher Resource www.gould.edu.au/foodwebs/index. Gould League, information on food web, and html#food%20webs biodiversity, includes activities and resources. Secondary www.ecology.org/biod/value/ Comprehensive and thorough review of ecosystem EcosystemServices.html services, with a list of ecosystem service examples. Biodiversity and Human Health. Primary/High School www.uow.edu.au/arts/sts/sbeder/ Information about Wingecarribee Swamp – as a unique wingecarribee/value/ecosystem.html ecosystem – NSW. Upper Primary/ www.urbanecology.org/ American site, projects, success stories, and resources. Secondary Upper Primary/ www.pbs.org/earthonedge/ecosystems/index. What are ecosystems? Agricultural, Forests, Coastal, Secondary html Grasslands, Freshwater, Urban, The Value of Ecosystems. Secondary www.dse.vic.gov.au/dse/nrenfor.nsf/FID/­ Biodiversity Conservation, Ecosystem diversity, viz forestry. 21F8B8D498CDBF5B4A256798000F55B7?Open Document Secondary www.deh.gov.au/ssd/publications/erissnotes/ Protection of a world heritage area through erosion pubs/erosion.pdf research. What is Erosion? – PDF Document – includes research at Kakadu. Primary/Secondary www.crick.northants.sch.uk/Flash%20Studio/ Interactive Science Resources – Lifecycle, Food chain, cfsscience/cfsscience.htm Habitats. Primary mbgnet.mobot.org/sets/ American Site/colourful, interactive – Rainforest, Desert, Temperate, Grassland Ecosystems. Junior http://www.ecokidsonline.com/pub/index.cfm Canadian Interactive, colourful and fun. Colouring in sheets, Puzzles and games, Storybook, gallery, how to make your own recycled paper. Primary/Secondary www.zentomag.com/z/Natural-Resources/ Article describing an eco system in Hawaii threatened The_Eco_of_Laughter/index.htm by introduced species’ as well as the recovery of the endangered ‘HaHa’ plant. Primary www.kids.net.au/encyclopedia-wiki/bi/ Biodiversity definitions, Origin of the term biodiversity, Biodiversity the levels of biodiversity, What are biodiversity roles? Evaluation of biodiversity, how to measure biodiversity, economic value of biodiversity. Primary/Secondary www.nres.uiuc.edu/outreach/esm_il_lo/ What is an eco-system – American Perspective – social intro-es.htm component, physical component, ecosystem process.

Ocean to Outback Education Resource 44 Cleland Wildlife Park

Coast and islands theme: Our Coast and islands are dynamic environments constantly shaped by wind, water and people. Audience Website Resource Web Description Primary/Secondary www.watercare.net/wll/wc-coast.html Costal and marine ecosystems, issues, what is a catchment, human impact etc. Primary www.cwmb.sa.gov.au/kwc/programs/ Colourful, interactive site – ocean ecosystem, activities, catchment_to_coast/index.htm catchments and coast. Primary/Secondary http://www.mesa.edu.au/ Marine Education Society of Australasia teacher resources and information featuring sounds of the sea. Primary/Secondary www.parks.tas.gov.au/factsheets/wildlife/ Fairy Penguin fact sheet. Penguin.pdf Primary/Secondary http://www.wilderness.org.au/campaigns/ Marine information. marine/sa_mnps/ Primary/Secondary www.amcs.org.au/index.html Australian Marine Conservation Society – sustainable fisheries, habitats at risk, Marine protected areas, species at risk. Primary/Secondary www.cwmb.sa.gov.au/kwc/interactive/ Wetland Interactive – click on numbers featured on a wetland/wetland.htm map to learn more about the wetland ecosystem. Primary/Secondary www.waterrwatch.org.au Resources, case studies, fact sheets. Primary/Secondary www.nswseakayaker.asn.au/mag/47/ What are mangrove forests? Where did they come mangroves.html from? From the perspective of sea kayak group. Protecting the mangroves. Primary/Secondary www.gbrmpa.gov.au/ Great Barrier Reef Marine Park – resources and How you can look after it. Primary/Secondary www.reef.crc.org.au/ Reef Research Centre – Discover the reef, people on the reef, protecting the reef, plants and animals, sustainable tourism. Primary www.abc.net.au/oceans/alive.htm Colourful website about ocean life, Lots of links to other web sites. Primary/Secondary http://www.environment.sa.gov.au/coasts/ Our Coastal and Marine Environments. intro.html Primary/Secondary http://www.atlas.sa.gov.au/ The Atlas of South Australia is an initiative of the South Australian Government to provide a common access point to maps and geographic information about South Australia in an interactive atlas format. Secondary http://www.deh.gov.au/coasts/atlas/ The Australian Coastal Atlas is a network of Australian Government and State/Territory nodes using a variety of interactive mapping tools to provide information about the Australian coastal environment. Primary/Secondary http://www.marine.csiro.au/LeafletsFolder/ Australia's Ocean Facts – the coast. 27ocean/27.html Primary/Secondary http://www.abs.gov.au/Ausstats/abs@. Australian Bureau of Statistics: Australia's marine area is nsf/0/60e9c33706b4249ca256cae001599bf? one of the largest in the world.

Primary/Secondary http://www.nrm.gov.au/publications/ Australia is the world’s only island continent, with more our-coasts/pubs/our-coasts.pdf than 25,000 kilometres of coastline that needs to be protected from over-development and degradation. Junior primary/Primary/ www.epa.gov/owow/estuaries/kids/ EPA – USA, Estuaries, games and activities, Teachers colouring book.

4 Ocean to Outback Education Resource Cleland Wildlife Park

Arid ranges theme: Our Arid ranges are ancient landscapes of awesome beauty that shape and support a diversity of wildlife. Audience Website Resource Web Description Upper primary/ http://www.aridareaswater.com.au/ Arid Areas Catchment Water Management Board Secondary website - latest news about water in the rangelands. Upper primary/ http://www.aridareaswater.com.au/water­ The Arid Areas Catchment Water Management Board Secondary community-planning.htm is working on two significant plans to manage the water resources of the region. Upper primary/ http://www.deh.gov.au/biodiversity/ Insight into Habitat Diversity and Threatened Species; Secondary threatened/publications/insight/arid.html Environment Australia, 2001. Upper primary/ www.portaugusta.sa.gov.au/attractions/arid_ Arid lands Botanic Gardens – Pt Augusta – brief info on Secondary lands.html Arid ranges. Upper primary/ http://www.aridrecovery.org.au/ Arid Recovery Project – research, activities, photographs. Secondary Upper primary/ http://www.rangelands-australia.com.au Rangelands Australia (RA) is an Australia-wide initiative, Secondary committed to building capacity for a strong future for Australia's rangelands. Upper primary/ http://www.ifad.org/lrkm/theme/range/arid/ The Rangelands of Arid and Semi-Arid Areas: A Review: Secondary arid_2.htm Challenges and Hopes for the 2000s. Upper primary/ http://www.nrm.qld.gov.au/water/gab/ The Great Artesian Basin (GAB) is one of the largest Secondary artesian groundwater basins in the world. It underlies approximately one-fifth of Australia and extends beneath arid and semi-arid regions of Queensland, New South Wales, South Australia and the Northern Territory, stretching from the Great Dividing Range to the Lake Eyre depression. Upper primary/ http://www.lakeeyrebasin.org.au/archive/ Lake Eyre Basin Coordinating Group; Project to create Secondary pages/page47.html sustainable use of the GAB. Primary/Secondary www.cazr.csiro.au/aridlands.htm CSIRO Arid Zone Research – biodiversity, Ecology, Land use, Regional Planning. Upper Primary/ www.australian-aridlands-botanic-garden.org/ Arid botanic gardens – plants, birds, mammals - Secondary research, educational info questions and answers. Information for schools. Upper Primary/ www.abc.net.au/dimensions/dimensions_in_ ABC Article about Operation Bounce Back (Flinders Secondary time/Transcripts/s870191.htm Ranges). Primary/Secondary www.dreamtime.net.au/seven/index.cfm Indigenous Australia – Stories of the dreaming. Primary/Secondary www.abc.net.au/ozfossil/ageofreptiles/ The Fossil Hunters. hunters/default.htm Early years/Primary www.schools.ash.org.au/wyongps/5mi.htm Weather, people, animals, landforms. Primary users.chariot.net.au/~marcof/desert.htm Worldwide deserts, includes coastal deserts. Primary/Secondary www.oxfam.org.uk/coolplanet/ontheline/ When the deserts were formed, historical information. explore/nature/deserts/deserts.htm – Incudes quiz – plant life animal life, conservation - Oxfam

Ocean to Outback Education Resource 46 Cleland Wildlife Park

Desert theme: Extremes of heat and unpredictable rainfall, shape our deserts and the life within. Audience Website Resource Web Description Primary/Secondary http://www.nma.gov.au/exhibitions/now_ Australian Deserts, the people etc. showing/extremes/australia/ Primary/Secondary http://en.wikipedia.org/wiki/Category: Deserts of Australia. Deserts_of_Australia Primary/Secondary http://www.nma.gov.au/exhibitions/now_ Australia has the largest desert region in the Southern showing/extremes/australia/print_index.html Hemisphere. Primary/Secondary http://www.ga.gov.au/education/facts/ Apart from Antarctica, Australia is the driest continent in landforms/deserts.htm the world. About 35 percent of the continent receives so little rain, it is effectively desert. Primary/Secondary http://www.desertknowledge.com.au/dka/ What is Desert Knowledge? To live and thrive in desert index.cfm?attributes.fuseaction=aboutus regions, people require particular knowledge and know-how. Australia has extensive scientific and technical knowledge as well as thousands of years of accumulated Indigenous expertise and other skills relevant to desert livelihoods. Primary/Secondary http://www.publish.csiro.au/paper/ Aboriginal Knowledge of the Mammals of the Central WR9880009.htm Deserts of Australia; AA Burbidge, KA Johnson, PJ Fuller and RI Southgate. Primary/Secondary http://www.nma.gov.au/exhibitions/now_ Deserts of Australia: The Red Centre: Australia has the showing/extremes/australia/ largest desert region in the Southern Hemisphere. Primary/Secondary http://www.parks.sa.gov.au/simpson_cp/ Simpson Desert, flora, fauna, geology. about/index.htm#aboriginal Primary/Secondary http://www.environment.sa.gov.au/ Biological Survey of the Stony Deserts biodiversity/pdfs/biosurvey/stony_deserts.pdf Secondary/Teachers www.bio.mq.edu.au/ecology/rice/spinifex. Spinifex grasses information. htm Primary/Secondary http://www.deh.gov.au/events/iydd/index. The United Nations proclamation of 2006 as the html International Year of Deserts and Desertification provides valuable opportunities for Australian communities to learn about and become more involved in desert ecosystem and desertification issues. Secondary/Teachers conservewater.melbournewater.com.au/ Water-wise Gardens, gardening tips, plants. resource content/plants/default.htm Primary/Secondary http://mbgnet.mobot.org/sets/desert/ What is a desert like? American site What causes index.htm deserts?, desert plants, desert animals. Primary/Secondary http://www.factmonster.com/ipka/ World and News—World Geography; Principal Deserts A0778851.html of the World. Primary/Secondary http://mbgnet.mobot.org/sets/desert/ Deserts of the World; Comparison of the sizes of the ofworld.htm world's largest deserts and types of for more information about individual deserts throughout the world. Primary/Secondary http://www.ciesin.org/docs/002-193/ Desertification of Arid Lands; H. E. Dregne. 002-193.html Primary/Secondary http://www.cahe.nmsu.edu/pubs/videos/ “Survivors in the Sand tracks international scientists trying survivors/welcome.html to unlock the secrets of the world's deserts. Primary/Secondary http://www.oneworldmagazine.org/focus/ “OneWorld Magazine would like you to experience deserts/mainintr.htm the diversity and cultural richness of the world's deserts, if only virtually.”

47 Ocean to Outback Education Resource Cleland Wildlife Park

Backyard theme: Our urban environment provides important habitat for native species. Audience Website Resource Web Description Secondary/Teachers www.urbanforest.on.net/backyard-q06.htm Backyards for wildlife – resources/information, community projects using native species. Primary/Secondary http://www.denr.sa.gov.au/reporting/ State of the Environment Education Resource; Action education/action_level_1.html Level 1. What is Action Level 1? Action level 1 is a way for your class, school or community group to get involved in programs that already exist. There are all sorts of programs available in the community that you can take part in. Primary/Secondary http://www.waite.adelaide.edu.au/school/ We use our soils for doing all sorts of things. A list of some soil/dowith.html of the activities which we devote the most area to is included. Early years/Primary/ http://www.deh.gov.au/biodiversity/ Biodiversity in the Backyard and beyond. Secondary publications/natures-variety/pubs/backyar.pdf Early years/Primary/ http://www.nrmseq.com/downloads/2004/12_ Land for Wildlife: Nest boxes for native wildlife. Secondary LFW_Technote19.pdf Primary/Secondary http://www.canh.asn.au/community_ Community Garden in SA – Resource Kit. gardening/downloads/cgfinal.pdf Primary/Secondary http://www.environment.sa.gov.au/ With a reduction in natural habitats due to urbanisation, biodiversity/possums.html native animals are often forced to live in close quarters with humans. Upper primary/ science.uniserve.edu.au/school/quests/ Our Indigenous garden – Aboriginal use of Native Plants. Secondary/Teachers nativeplants.html Primary/Secondary http://www.urbanecology.org.au/articles/ Article from urban ecology – Can the revegetation of revegetationyourgarden.html South Australia begin in your garden? Primary/Secondary http://users.ncable.net.au/ Urban food garden: Information and helpful hints on ~urbanfoodgarden/ how to grow food in urban backyards. The region is South Eastern Australia. The garden is in the city of Ballarat. This site is updated monthly. Secondary http://wwwistp.murdoch.edu.au/teaching/ Cities and sustainability: Any discussion over the future istpline/studygds/S455/Week%2011.html of cities, how they will look, the kind of quality of life they will offer, the density of housing environments etc, will always eventually turn to the question of "How much green space will there be? Primary/Secondary http://www.biocity.edu.au/content/ BioCity Centre for Urban Habitats; Wildwatch 2 view/66/49/ Secondary http://www.urbanecology.org.au/ecocity2/ Urban Ecology Australia; EcoCity 2 Conference - cleananddirty.html Adelaide, April 1992; Making a Place Clean Enough to be Healthy and Dirty Enough to be Happy; Randolph T. Hester Jr. and Laura Lawson. Primary/Secondary http://www.abc.net.au/wildwatch/archive/ Wildwatch update: Imagine if we all really looked at our default.htm own backyards - 20 million pairs of eyes across Australia looking at what's living there. That's the idea behind WildWatch Australia. Primary/Secondary / education.melbournewater.com.au Water education resources – for teachers and students. Tertiary Primary www.nationalparks.nsw.gov.au/npws.nsf/ Backyard buddies – NSW Parks and Wildlife tips on Content/Backyard+Buddies increasing native species in the backyard. Primary http://www.epa.qld.gov.au/nature_ The greatest threat to koalas is loss of habitat and conservation/wildlife/koala_conservation_ habitat fragmentation. Some of the largest populations plan/#gen2 of koalas live in the south-east corner of Queensland. Primary/Secondary www.dpiwe.tas.gov.au/inter.nsf/ThemeNodes/ Water Conservation tips, preventing pollution, around RPIO-4YP2TK?open the house, yard and garden. Primary/ Secondary/ conservewater.melbournewater.com.au/ Water conservation calculator – Melbourne. Teachers scripts/wizard/default.htm Teachers Resource www.zoo.org.au/education/ Stick Insect worksheets – is their habitat changing?? learningresources/hs/stick_insect/activity_ 16.pdf Secondary/Teachers www.sustainableliving.wa.gov.au/index. Perth focus – Sustainable Living – Great Gardens, cfm?fuseaction=landscaping.intro waterwise, fertilise wise, grow native gardens. Upper primary/ http://www.science.org.au/nova/041/ Pest control techniques: Integrated pest management Secondary 041box01.htm involves the integrated use of four basic control techniques. Ie Physical control, Biological control, Genetic modification and Chemical control.

Ocean to Outback Education Resource 4 For further information contact: Department for Environment and Heritage Information Line (08) 8204 1910 Email: [email protected] Website: www.environment.sa.gov.au

Photographers: Ian Oswald Jacobs South Australian Tourism Commission - www.southaustralia.com ISBN 1 9212 3882 8 FIS 2653.06 • August 2007