BENEATHbeing THE BRIGALOWreptile friendly

an education kit for primary schools [grades 5-7]

November 2003 BENEATH THE BRIGALOW being reptile friendly SECTION 1 beneath the brigalow aim To provide students with a framework for understanding the term ‘brigalow’ and ‘Southern Brigalow Belt’ and to increase their awareness of the importance of this habitat and associated habitats for reptiles, particularly threatened reptiles. core content 1. Introduces the concept of plant and animal diversity, briefly exploring observable features, characteristics and behaviours

2. Introduces the concept of ecosystems and briefly explores the natural relationships living things have with each other and their environment

3. Introduces the concept of habitat and looks at what animals need for survival

4. Introduces key scientific terms – brigalow, phyllodes, canopy, understorey, threatened, endangered, vulnerable, extinct, endemic, predator, habitat, nocturnal learning outcomes EB3.3, EB4.3, LL1.1, LL1.3, LL2.3, LL3.3, LLD3.5 SECTION 2 recipe for a reptile aim To increase students’ knowledge of reptiles and to help them understand and appreciate reptile characteristics and ecology and how they have adapted to their environment. core content 1. Develops the concept of plant and animal diversity, examining observable features, characteristics and behaviours in depth

2. Develops the natural relationships living things have with each other and their environment

3. Introduces the concept of adaptation and theory of evolution

4. Briefly explores reproductive processes and strategies

5. Examines survival mechanisms and strategies (effects of drought)

6. Introduces key scientific terms – terrestrial, aquatic, adaptation, evolution, species, ectothermic, cold-blooded, arboreal, elapids, colubrids, incubate, interbreed, sloughing learning outcomes EB3.3, EB4.3, LL1.2, LL2.1, LL2.3, LLD2.5, LL3.1, LL3.3, LLD3.4, LLD4.4, LL5.1, LLD5.4 SECTION 3 reptiles and their importance aim To highlight the importance of reptiles and the natural environment they inhabit and to inspire a greater appreciation of the value of both. core content 1. Explores the concept that different people see things differently

2. Highlights the importance of understanding alternative ideas and opinions

3. Introduces the concept of food chains

4. Introduces the concept of biodiversity

5. Introduces key scientific terms – carnivore, omnivore, food chain, biodiversity learning outcomes SSD3.4, SS5.3, SSD6.4, EB6.3, EBDB6.4, LL2.3, LL3.1, LL3.3, LLDB6.3 SECTION 4 no habitat - no home aim To provide students with an example of a major threat facing reptiles (land clearing) and to highlight the importance of remnant vegetation as a way to balance the needs of land managers with the needs of reptiles – livelihood versus landscape. core content 1. Examines human influence on the natural environment and the importance of managing human impacts

2. Examines modification of habitat and its effect

3. Highlights the importance of envisioning alternative solutions

4. Introduces key scientific terms – edge effect, wildlife corridors, stepping stones learning outcomes SS3.3, SSD3.4, SS5.3, SSD6.4, EB2.3, EB4.3, EB6.3, EBDB6.4 SECTION 5 snake safety aim To raise awareness of the dangers posed by some snakes and to provide students with a quick guide to snake safety. core content 1. Develops skills in observation and identification

2. Develops skills in examination and evaluation

3. Introduces key scientific terms – venom learning outcomes LL1.2, LL3.1, LLD4.4, LLD5.4 SECTION 6 being reptile friendly aim To inspire students to actively apply what they have learnt in helping to protect remnant habitats and the reptiles that live within them. core content 1. Develops the concept of caring for the environment

2. Examines the issue of environmental sustainability

3. Develops ability to apply and communicate knowledge learning outcomes EB3.3, EB4.3, EBDB6.4, LL2.3, LLD2.5, LL3.1, LL3.3, LLD4.4, LL5.1, LL5.3, LLDB6.3 SECTION 7 glossary of special words SECTION 8 excursion ideas and activities SECTION 9 additional resources NOT FOR PRINTING FOR PAGE NUMBERING PURPOSES ONLY

INSERT BLACK AND WHITE COVER HERE First published in 2004 by WWF Australia.

© WWF Australia 2004. All Rights Reserved.

WWF Australia Guide: 03/06

Photography: Steve Wilson

Illustrations: Wendy Drury, Sue Finlay, Dave Francis and Steve Wilson

Design/Layout: The Design Farm and Rebecca Fortescue

Printed and Bound: ColourWise Reproductions

Text: Wendy Drury (Lambert and Rehbein Pty Ltd) and Sonya Lesic (WWF Australia)

Acknowledgements: This education kit was produced by the Threatened Species Network, a community-based program of the Australian Government’s Natural Heritage Trust and WWF Australia. The authors would like to thank all the people who kindly assisted with the development of this kit. In particular, we thank Steve Wilson, Alison Goodland, Keryn Hyslop, Sue Finlay, Dave Francis, Rod Hobson, Louise, Rod and Jenny Keys, Warwick and Diane Hill, Daryl and Valerie Lush, Nadeem Samnakay, Richard Johnson, Lee Mylne from the Landcare Discovery Centre (Toowoomba), Ross Brown from Amaroo Environmental Education Centre and Darren Shepherd from Columboola Environmental Education Centre.

North Region Office WWF Australia Level 2, 490 Upper Edward Street PO Box 710 Spring Hill, QLD, Australia 4004

Tel: +617-3839-2677 Fax: +617-3839-2633

Head Office WWF Australia GPO Box 528 Sydney, NSW, Australia 2001

Tel: +612-9281-5515 Fax: +612-9281-1060 [email protected] www.wwf.org.au

For copies of this kit or a full list of WWF Australia publications on a wide range of conservation issues, please contact us on [email protected] or call (02) 9281 5515.

Beneath the Brigalow – Being Reptile Friendly CONTENTS

Introduction: About this Kit Page 3 Section 1: Beneath the Brigalow Page 6 Section 2: Recipe for a Reptile Page 11 Section 3: Reptiles and their Importance Page 19 Section 4: No Habitat – No Home Page 22 Section 5: Snake Safety Page 26 Section 6: Being Reptile Friendly Page 30 Section 7: Glossary of Special Words Page 33 Section 8: Excursion Ideas and Activities Page 35 Section 9: Additional Resources Page 37

Beneath the Brigalow – Being Reptile Friendly INTRODUCTION: ABOUT THIS KIT

INTRODUCTION short- and long-term implications for the environment, communities and individuals. Welcome to Beneath the Brigalow – Being Reptile Friendly, an education kit for students in grades 5-7. This kit aims to Earth and Beyond – Living things use the resources of the inspire and raise awareness of the Southern Brigalow Belt earth, solar system and universe to meet their needs. located in Queensland’s south west and the fascinating reptiles Life and Living – The characteristics of an organism and its that live within it. functioning are interrelated. Evolutionary processes have given The Southern Brigalow Belt is both an important pastoral and rise to a diversity of living things that can be grouped according agricultural area and a hotspot for reptiles. The diversity of to their characteristics. Environments are dynamic and have vegetation that is found in the brigalow, and the location of the living and non-living components that interact. Southern Brigalow Belt between two different climate types (moister climates in the east and drier climates in the west), support a unique and diverse array of reptile species. Some of HOW TO USE THIS KIT these reptiles are found no-where else in the world and many This kit provides teachers with an integrated unit of work are threatened with extinction. developed for students in grades 5-7. Each section has an aim, Beneath the Brigalow – Being Reptile Friendly outlines some lists the core content and learning outcomes in relation to the of the threats the reptiles in this region face and how we can Years 1-10 science syllabus and includes information sheets ensure their survival as part of the Brigalow Belt’s rich tapestry detailing core information and activity sheets designed to of life and Australia’s unique, natural heritage. reinforce the students’ understanding of the information presented. We invite you to discover what lies beneath the brigalow! Learning outcomes are listed by their reference number only. The following codes may be used to identify the strand to OBJECTIVES which they belong:

The objectives of this kit are to develop and enhance students’: SS: Science and Society

• understanding and knowledge of threatened species, in EB: Earth and Beyond particular, threatened reptiles LL: Life and Living

• understanding and knowledge of reptiles in the Southern Generally new terms or words have been explained in their Brigalow Belt context for ease of reference. Section 7 is a glossary of special • appreciation of reptiles and their ecological importance in words. the natural environment Activities are divided into classroom activities and excursion • understanding of the threats facing reptiles in the Southern activities, with the latter presented as a separate section. It Brigalow Belt, and should be noted that many of the classroom activities could be conducted outdoors or at an excursion facility. • ability to implement change within their own sphere of influence - within their school and local community, for Activities are designed to produce multiple learning outcomes, example. leading the students from active questioning and investigation to understanding and application of knowledge through communication.

CORE CONTENT AND LEARNING All sheets have been printed in black and white to ease OUTCOMES duplication and production into OHP sheets if desired.

This kit has been developed within the context of the Years 1- The information and related activities are a guide only. They 10 science syllabus. The aims, core content and learning are not intended to be prescriptive or conclusive. As such, you outcomes of each section of the kit reflect the core content and are invited to add, delete or adapt activities and resources to learning outcomes detailed in this syllabus with a focus on meet your students’ needs and interests. The time frame for working scientifically by developing the students’ ability to this unit of work is also at your discretion. investigate, understand and communicate key scientific The development of Beneath the Brigalow – Being Reptile concepts. Friendly has been guided by a group of dedicated individuals – It is particularly relevant to the following strands of the science teachers, environmental educators, landholders, reptile experts curriculum: – who have offered their time and their expertise. It would not have been possible without the assistance of these people and Science and Society – Science as a ‘way of knowing’ is s the support of the Threatened Species Network, Department of haped by the ways that humans construct their understandings. the Environment and Heritage and the Queensland Parks and Decisions about the ways that science is applied have Wildlife Service.

Page 3 Beneath the Brigalow – Being Reptile Friendly ae4Beneath Reptile the –Being Brigalow Friendly Page 4

Section Aim Information Sheets Core Content Learning Activity Sheets OUTCOMESLEARNING MATRIX KIT THIS INTRODUCTION: ABOUT Outcomes

1. Beneath the Brigalow To provide students with a Information Sheet 1A 1. Introduces plant and animal diversity EB3.3 Activity Sheet 1A: framework for understanding the EB4.3 Colour My World 2. Natural relationships of living things term ‘brigalow’ and ‘Southern LL1.1 Activity Sheet 1B: Brigalow Belt’ and to increase their 3. Introduces habitat and survival requirements LL1.3 Word Cage awareness of the importance of this LL2.3 4. Scientific terms – brigalow, phyllodes, habitat and associated habitats for LL3.3 Activity Sheet 1C: canopy, understorey, threatened, endangered, reptiles, particularly threatened LLD3.5 Brigalow Collage reptiles. vulnerable, extinct, endemic, predator, habitat, nocturnal

Section Aim Information Sheets Core Content Learning Activity Sheets Outcomes

2. Recipe for a Reptile To increase students’ knowledge of Information Sheet 2A 1. Further develops plant and animal diversity EB3.3 Activity Sheet 2A: reptiles and to help them understand Information Sheet 2B examining features, behaviours etc. EB4.3 Making Reptile and appreciate reptile characteristics Information Sheet 2C LL1.2 Stew with Hot 2. Develops natural relationships of living and ecology and how they have LL2.1 Potato things adapted to their environment. LL2.3 Activity Sheet 2B: 3. Introduces adaptation and evolution LLD2.5 Reptile Workshop LL3.1 4. Examines survival mechanisms LL3.3 5. Scientific terms - aquatic, terrestrial, LLD3.4 adaptation, evolution, species, ectothermic, LLD4.4 cold-blooded, arboreal, elapids, colubrids, LL5.1 incubate, interbreed, sloughing LLD5.4

Section Aim Information Sheets Core Content Learning Activity Sheets Outcomes

3. Reptiles and their To highlight the importance of Information Sheet 3A 1. Explores how different people see things SSD3.4 Activity Sheet 3A: Importance reptiles and the natural environment differently SS5.3 Different People See they inhabit, and to inspire greater SSD6.4 Things Differently 2. Highlights importance of understanding appreciation of the value of both. EB6.3 alternative ideas and opinions EBDB6.4 3. Introduces food chain LL2.3 LL3.1 4. Introduces biodiversity LL3.3 5. Scientific terms - carnivore, omnivore, food LLDB6.3 chain, biodiversity INTRODUCTION: ABOUT THIS KIT Activity Sheets Sheet 5A: Activity Aid First Snake-Bite Activity Sheets Sheet 6A: Activity Poster Perfect Activity Sheets Sheet 4A: Activity A Fictional Farm Sheet 4B: Activity Part Playing Your Learning Outcomes LL1.2 LL3.1 LLD4.4 LLD5.4 Learning Outcomes EB3.3 EB4.3 EBDB6.4 LL2.3 LLD2.5 LL3.1 LL3.3 LLD4.4 LL5.1 LL5.3 LLDB6.3 Learning Outcomes SS3.3 SSD3.4 SS5.3 SSD6.4 EB2.3 EB4.3 EB6.3 EBDB6.4 identification evaluation environment sustainability knowledge environment and importance of managing environment human impacts effect solutions alternative corridors, stepping stones Core Content 1. and skills in observation Develops 2. and skills in examination Develops 3. terms – venom Scientific Core Content 1. concept of caring for the Develops 2. Examines the issue of environmental 3. ability to apply and communicate Develops Core Content 1. Examines human influence on natural 2. of habitat and its Examines modification 3. Highlights importance of envisioning 4. terms - edge effect, Scientific wildlife Information Sheets Information Information Sheet 5A Sheets Information Information Sheet 6A Information Sheets Information Information Sheet 4A Aim apply inspire students to actively To learnt in helping to have what they protect remnant habitats and the within them. reptiles that live Aim of the dangers raise awareness To and to provide posed by some snakes students with a quick guide to snake safety. Aim students with an example provide To reptiles (land of a major threat facing clearing) and to highlight the as importance of remnant vegetation to balance the needs of land a way managers with the needs of reptiles – landscape. versus livelihood Section Safety 5. Snake Section 6. Being Reptile Friendly Section 4. No Habitat – Home

Page 5 Beneath the Brigalow – Being Reptile Friendly NOT FOR PRINTING FOR PAGE NUMBERING PURPOSES ONLY INSERT COLOUR SECTION DIVIDERS HERE

SECTION 1 - BENEATH THE BRIGALOW SECTION 1 – BENEATH THE BRIGALOW

INFORMATION SHEET 1A Some are hard to find because they are rare or threatened. An animal or plant is threatened if it is in danger of becoming The word ‘brigalow’ describes a type of acacia tree that grows extinct (no longer exists or has died out). It is important to in Australia. The scientific name for this tree is Acacia know that an animal or plant may be either ‘endangered’or harpophylla. In Australia, acacias are often called wattles. ‘vulnerable’ to extinction.

Brigalow trees have dark, rough bark with silver- These two words indicate how ‘threatened’ a plant or animal blue coloured ‘leaves’ or ‘phyllodes’ as they species is. ‘Endangered’ means it is in direct danger of are called in acacia trees (acacias do not becoming extinct and ‘vulnerable’ means it is not yet have true leaves). Phyllodes are stems endangered but may become endangered if it is not protected. that have been adapted to act like Declining numbers of a particular species in a particular region leaves. Brigalow trees are usually may indicate the species is vulnerable. about 10-15 metres tall but can grow up to 30 metres. Plants and animals may be rare or threatened for a number of reasons. For example, animals may have their homes destroyed The word ‘brigalow’ is also used to when vegetation is removed for housing or pastures; plants may describe either a patch of bush be trampled by grazing cows. where brigalow trees are A phyllode found (called a brigalow There are about ten reptiles that are threatened (endangered or community) or a region. vulnerable) in the Southern Brigalow Belt. Some of these reptiles are endemic (found nowhere else in the world), while Brigalow communities others like the common death adder are found elsewhere in often have types of trees Australia but are declining in the Southern Brigalow Belt. This and shrubs other than makes these reptiles and their habitat very important. brigalow growing in the community. For example, belah and poplar box Other reptiles are hard to find because they live in the logs, tree trees may form the canopy (cover formed by the branches and hollows, soil-cracks, bark and leaf litter of the brigalow leaves of the tallest trees) of the community, while wilga and community. This community is their neighbourhood. This is false sandalwood shrubs may be found with other understorey where they can find shelter, hide from predators (animals that (plants below the canopy) shrubs. eat them) and gather food. It is also where they can find a mate and reproduce. It is their home or habitat. In Queensland, brigalow communities stretch from Rockhampton in the north down to the border of New South Some reptiles are also only active at night. They are nocturnal Wales in the south, and to Tambo in the west and Warwick in and therefore rarely seen during the day. the east. This area is called the ‘Southern Brigalow Belt’. Hello! My name is Wriggley and I live in the Southern Brigalow Belt. I am a Burn’s dragon. I am also called a ta-ta lizard because I like to wave my arms. Not only am I friendly, I have lots of fun facts to share about my reptile friends.

Did you know that over 400 different types of reptiles are found in Queensland and that a turtle is a type of reptile?

Maps courtesy of the Environmental Protection Agency (Toowoomba Office)

Scientists have found over 130 different types of reptiles, including turtles, snakes and various types of lizards, including geckos, flap-footed lizards, dragons, goannas and skinks living in the Southern Brigalow Belt. All of these animals have made their home in the brigalow.

Many of these reptiles are hard to find.

Page 7 Beneath the Brigalow – Being Reptile Friendly Classroom Activity Sheet 1A – Colour My World

Name Date

What You Need What You Do • Information Sheet 1A Step 1: Colour the drawing, remembering the information you have just learnt from Information • Coloured pencils, pens or crayons Sheet 1A. For example, brigalow trees have dark coloured trunks. Step 2: Count the number of animals you can see in the drawing. Classroom Activity Sheet 1B – Word Cage

Name Date

What You Need What You Do • Information Sheet 1A Step 1: Complete the following sentences by referring to Information Sheet 1A. • Pencils Step 2: Find the words to complete the sentences in the word cage. 1. Brigalow is a type of a______tree. 2. The ‘leaves’ of an acacia tree are called p______. 3. R______is the name of the town in Queensland where the Southern Brigalow Belt reaches its most northern point. 4. The cover formed by the branches and leaves of the tallest trees is called the c______. 5. There are many different types of reptiles including turtles, geckos, flap-footed lizards, d______, goannas, skinks and s______. 6. Another name for an animal’s home is its h______. 7. An animal is e______if it is in direct danger of becoming extinct. 8. Animals may lose their homes and become endangered when v______is cleared. 9. Reptiles find food and s______in the brigalow. 10.An animal that preys or eats another animal is called a p______. 11.A nocturnal reptile is active during the n______.

ENDANGEREDAP XTNOI TATEGEV ZDQPHYLLODES BROMAGJHDESH HABI TATKLBEE F GXCVBDF HTDL UOCANOPYKOOT ENACLKGPJGLE I SNAKESTF MLR ABQCPWVBHTYS KCEI J ORNI GHT GFYAPREDATOR Classroom Activity Sheet 1C – Brigalow Community Collage

Name Date

What You Need What You Do • Information Sheet 1A Step 1: Construct a collage of a brigalow community using the materials your teacher has provided – leaf • Natural materials – twigs, dried litter, pebbles etc. leaves, grass, dirt, gumnuts, pebbles etc. NOT FOR PRINTING FOR PAGE NUMBERING PURPOSES ONLY INSERT COLOUR SECTION DIVIDERS HERE

SECTION 2 - RECIPE FOR A REPTILE SECTION 2 – RECIPE FOR A REPTILE

Information Sheet 2A There are also five different types of snakes in Australia (see Information Sheet 2C).

Reptile evolution

Reptiles have been around for millions of years. Slowly adapting to changes in their environment, reptiles developed a Australian freshwater turtles sealed egg, making it possible for them to emerge from the have clawed, webbed feet water (aquatic species) to become land-based animals (terrestrial species).

This process of adaptation is called evolution. The flipper of a marine turtle One hundred and twenty million years ago there were many different types of reptiles, including the giant dinosaurs. Dinosaurs are now extinct, but many other reptiles remain Unlike marine turtles which have flippers, today. Australian freshwater turtles have clawed, webbed feet. They are often mistakenly Different types of reptiles called ‘tortoises’ which is a term more There are over 400 different types of reptiles in Queensland appropriately used to describe terrestrial with many different varieties within each type (species). turtles that spend their entire life on land Crocodiles, turtles, lizards and snakes are all reptiles. (for example, the Galapagos Island tortoise). Terrestrial turtles are not found in The word ‘lizard’ can be used to describe a gecko, a dragon, a Australia. flap-footed lizard (also known as a ‘legless lizard’), a goanna or a skink (see Information Sheet 2B).

Goanna

Gecko

Dragon

Did you know that 19 different types of reptiles are threatened in Queensland and that more than 60 are listed as rare?

Skink

Page 12 Beneath the Brigalow – Being Reptile Friendly SECTION 2 – RECIPE FOR A REPTILE

What makes a reptile? Some reptiles do not need to drink water regularly. Their scaly skin helps them to retain water. They also have the ability to As mentioned earlier, crocodiles, turtles, lizards and snakes are reabsorb water from their urine and faeces. This means they all types of reptiles, yet all of these animals look very different. are able to live in very dry places. What, then, makes a reptile?

Reptiles are ‘ectothermic’ which means they get their heat from outside their bodies. To get warm, they need to find a source of heat, and to cool down, they need to find a cool spot.

Reptiles are often regarded as being cold-blooded, yet some reptiles maintain body Reptiles are also very good at blending in with their temperatures higher than environment. They are usually the colour and pattern of their humans. surroundings. Lizards that live in trees (arboreal lizards) are usually a similar colour to the bark of the tree, and lizards that live on dead logs are often grey. This camouflage helps them to This is why you often see lizards and hide from predators. snakes sun-baking on roads and rocks. On occasions, you may also find them on your water heater at home! Some lizards are able to During winter and cool weather, lighten and darken their reptiles are less active. As they colour and pattern cool down, their systems slow down so that they depending on their require less energy. temperature and mood. Chameleons are best known for this, but did you know that some of our native dragons and geckos can also do this?

Unlike other animals (humans, for Some reptiles, such as crocodiles and goannas, can live for example) that need a lot of food and decades while other, smaller reptiles live for just one year. In energy to keep their internal heating general, larger reptiles live longer. systems going, reptiles use less energy and require less food.

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Information Sheet 2B Dragons Dragons are easy to Lizard Lore recognise. They have rough, often spiny skin, an upright The word ‘lizard’ can be used to describe a gecko, a dragon, a stance and long limbs. They flap-footed lizard (also known as a ‘legless lizard’), a goanna or often perch in high places such as a skink. All Australian lizards are harmless. stumps or fence posts where they Geckos can survey their surroundings with a keen eye. Dragons communicate in a variety of ways - Geckos are soft-skinned lizards with large, lidless eyes bobbing their heads, waving their front limbs, lashing their tails protected by fixed transparent scales (spectacles). Geckos are or even changing their skin colour. Dragons can also be nocturnal and usually shelter in soil cracks or hide behind loose extremely secretive. If approached they often freeze, lower bark or in tree hollows. Ground-dwelling geckos usually have their head, and closely hug their perch to remain undetected. clawed feet and tree-dwelling geckos usually have enlarged, flattened Six species of dragons are commonly found in the Southern toes that form pads. The bottoms Brigalow Belt. One of swiftest moving dragons is Burn’s of these pads are covered in dragon (Amphibolurus burnsi) which is found where there are numerous tiny bristles that help lots of trees. This dragon leaps from its perch and hits the the gecko to scamper upside ground running, sprinting to safety on its hind limbs if down or on seemingly smooth approached. You may also see bearded dragons (Pogona surfaces. barbata). They are a dull grey and have spiny skin with a spiny pouch under their throats. When threatened, the bearded About 20 gecko species are dragon inflates this pouch to display a bright yellow mouth- regularly found in the Southern lining that makes the lizard look bigger and very fierce. Brigalow Belt; one of the world’s rarest geckos, the pretty golden-tailed gecko Skinks (Strophurus taenicauda), is found only in this region. The most Skinks are the most common lizards in the Southern Brigalow common gecko in the region is the house Belt. However, they can look very different from each other. gecko or Dtella (Gehyra dubia) which Burrowing skinks have shortened, tiny limbs and long, smooth, occupies virtually all human shiny bodies ideally suited for digging (such as Anomalopus structures from letter leuckartii) while other skinks such as the robust skink boxes to sheds. (Ctenotus robustus) are striped and very fast, quickly diving for cover under leaf litter. They also have four limbs with five fingers and toes. Others, such the blue-tongue lizard (Tiliqua scincoides) or shingleback (Tiliqua rugosa) that you may find in your yard are much larger and slow- moving.

There are about Snake-like Lizards 50 different types of skinks in the Every year many ‘legless lizards' or ‘snake-lizards’ are killed in Southern Brigalow Belt. the mistaken belief that they are dangerous snakes. Snake–lizards appear to have no limbs but they do. They have Goannas tiny, scaly flaps that are all that remain of hind limbs. These flaps lie close to the body near where the tail starts. These Goannas have thick, loose skin, long necks and narrow snouts lizards also have ear-openings and thick, fleshy tongues unlike with constantly flickering, forked tongues. They have strongly snakes that do not have ear-openings and possess slender, clawed feet and long teeth that are curved backwards to help deeply forked tongues. them hold on to prey. They are very powerful lizards, and certain members of the goanna family are amongst the world’s Seven species of snake-lizards are found in the Southern largest lizards. Goannas typically walk with a swaggering gait Brigalow Belt, the most common being Burton’s snake-lizard and often scavenge for their food. However, they are powerful (Lialis burtonis) which is also one of Australia’s most predators and will eat anything from birds eggs to reptiles and widespread and distinctive reptiles. Burton’s snake-lizard only mammals. eats other reptiles, particularly skinks and geckos, captured by ambush. There are four species of goanna commonly found in the Southern Brigalow Belt.

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Information Sheet 2C that analyses them. This organ is called the Jacobson’s organ. It operates like a chemical analysis plant and is incredibly sensitive to the smallest quantity of airborne particles. Snakey secrets How do snakes hear? Snakes are incredibly interesting and amazing reptiles – everything is not as it seems! Snakes do not have ears. They cannot hear like you and I. It is thought that they may be able to pick up sound to a limited Some snakes are venomous and others are not. Some have degree by feeling ground vibrations with the extremely flexible fangs at the front of the mouth and some at the rear of the bones found in their skulls. mouth. In fact, in Australia there are five different groups of snakes with many different varieties (species) within each As this has not been proven, it is wise not to rely on stepping group: heavily to deter snakes – keep an eye out for them instead.

1. Elapid snakes that are venomous and have hollow fangs at How do snakes move? the front of the mouth (includes sea snakes) Snakes use the overlapping hind edges of their 2. Non-venomous snakes that have many sharp teeth (includes belly scales to catch on uneven surfaces. This pythons) undulating body motion helps them move. If the ground is very smooth, snakes find it difficult 3. Blind snakes that are non-venomous and have small teeth to move. and tiny mouths Most snakes are good swimmers. Sea snakes 4. Colubrid snakes that are solid-toothed or have fangs at the have paddle-shaped tails which help propel them back of the mouth in the water.

5. File snakes that in Australia are only found in northern How do snakes eat? coastal waters Snakes use a variety of methods to catch and eat their prey.

Venomous snakes grab their prey by striking suddenly and Did you know that it is against the law to injure or kill snakes in injecting venom through their bite. The venom either kills the Queensland? They are protected under the Nature Conservation Act animal or paralyses it so the snake can eat it. 1992. Yet a number of snakes in the Southern Brigalow Belt, including the woma, grey snake, Dunmall’s Pythons have no venom. They grab their prey with their mouth snake and death adder, are under threat and then coil their strong body around the animal to immobilise because of illegal culling and land and then suffocate it as the coils tighten or constrict. Pythons clearing. also have plenty of long, sharp teeth that are curved backwards to ensure their prey cannot escape.

How do snakes see? The head of a python Snakes have no eyelids and cannot close their eyes. Instead, they have a transparent scale that protects their eyes. This scale is Some Australian pythons have heat sensory pits on the sides of their like a spectacle. mouth that they use to detect their warm-blooded prey. There are only two pythons in the world that do not have these pits – the Some snakes have good eyesight over woma and the black-headed python (found further north in the short distances, and some have excellent Brigalow Belt). These pythons have a reptile-dominated diet that eyesight, particularly those that hunt during the day. means they have no need to detect heat as reptiles do not generate How do snakes smell? internal body heat.

Smell is one of the most important senses for snakes. However, although snakes have nostrils, these are used for breathing, not for smelling.

Snakes use their forked tongue to pick up scent particles from the air and any object their tongue touches. The particles are then transferred to an organ

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Some non-venomous snakes (colubrids) such as the green tree Can snakes interbreed? snake grab their prey in their mouth and start swallowing it Plants and animals usually only reproduce with their own immediately so the animal is eaten alive. The teeth in these species type. ‘Interbreeding’ is the word used to describe when snakes are also curved backwards like the python’s a plant or animal reproduces or breeds with another species. teeth. The toxins in the Snakes do not usually interbreed, even if they are closely venom also help Sometimes both constriction and venom are used to related. Venomous snakes do not breed with non-venomous break down the hold and kill the prey. Eastern brown snakes do snakes. A carpet snake cannot breed with an eastern brown victim’s blood and this. snake, just as a cat cannot breed with a dog. body tissue making Most snakes are also able to dislocate, separate and it easier for the The reasons for this are varied; it could be differences in size, move different sections of their jaws. This allows snake to digest it. combat and courtship behaviours or in reproductive systems them to swallow prey much larger than the diameter and methods – for example, some snakes lay eggs while others of their mouth. Blind snakes are not able to do give birth to live babies. this. How do snakes shed their skin? Snakes digest their food in their stomach with the help of very strong digestive juices. Snakes shed their skin a number of times each year. The Unlike warm-blooded animals, they eat number of times a snake sheds its skin depends on the and digest their prey at a rate controlled by individual snake – its age, whether it has been injured, and how how warm or cold they are. often it has eaten.

Snakes shed their skin by rubbing against a rough surface until the skin near their lips turns back and peels off inside out, like a tight stocking being taken off.

New skin with the same pattern and colour lies underneath yet when the old skin is shed, it is almost transparent.

Shedding is also called sloughing.

How do snakes reproduce? When a snake sheds its Snakes reproduce in two different ways. Some snakes give skin the spectacle over its birth to live offspring, while others lay eggs. eye becomes ‘milky’ or opaque, making it difficult Most egg-laying snakes do not look after their eggs. They for the snake to see. place them (incubate them) in decomposing vegetation to keep During this time the snake the eggs warm until they hatch. This usually takes about 10-14 usually hides from weeks. predators. Depending on the type of snake, the parent snake can produce between 10 to 100 young in one breeding season.

Baby snakes look after themselves from birth. Many young are lost to predators such as birds, lizards and other snakes.

Pythons are very protective mothers, coiling their bodies around their eggs almost continuously for 2-3 months until they hatch. They leave only to bask at sunrise, returning to warm the eggs as shade envelops them. The female python will also shiver when necessary to increase her body heat. This generates movement, which further increases the temperature of the eggs.

Page 16 Beneath the Brigalow – Being Reptile Friendly Classroom Activity Sheet 2A – Making Reptile Stew with Hot Potato!

Name Date

What You Need What You Do • Information Sheet 2A, 2B & 2C Step 1: This activity is based on the game ‘hot potato’. Divide into small teams and sit in a circle. Make sure • Information Sheet 2A, 2B & 2C you have a copy of Information Sheets 2A, 2B and 2C, • White-board markers a white-board marker and a blank piece of paper. • Blank A4 sheets of paper Step 2: Read and discuss the information presented in Information Sheets 2A, 2B and 2C. After discussion, • Large sheet of paper on which the take turns in writing down a reptile fact or feature. heading ‘Ingredients for Reptile Each fact must be unique. Stew’ is written Step 3: This piece of paper becomes the ‘hot potato’. Each hot potato or completed piece of paper is passed to the teacher. The teacher lists the facts on the large sheet of paper on which the heading ‘Ingredients for Reptile Stew’ has been written. This is how you make reptile stew with hot potato! Remember you don’t need to add water to this recipe – reptiles have their own! OR: Write down a reptile fact on a small piece of paper. Each fact must be unique. Read out your fact to the class as the teacher records the fact on a whiteboard. Once all facts are gathered, group the facts into appropriate subject headings – ‘Lizard Facts’, ‘How Do Snakes Eat’, ‘Different Types of Snakes’ etc. Classroom Activity Sheet 2B – Reptile Workshop

Name Date

What You Need What You Do • Information Sheet 2A, 2B & 2C Invite the guest speaker to lead a discussion with the students on the various attributes of reptiles using an • Qualified guest speaker – QPWS appropriate Museum Loan Kit. (refer to Section 9 for Ranger/Extension Officer or other further information about museum loan kits) reptile expert Activities could include identifying different snakes • Queensland Museum Loan Kit – using their skins or demonstrating the differences preserved specimens of skinks, between legless lizards and snakes. snakes and snake skins NOT FOR PRINTING FOR PAGE NUMBERING PURPOSES ONLY INSERT COLOUR SECTION DIVIDERS HERE

SECTION 3 - REPTILES AND THEIR IMPORTANCE SECTION 3 – REPTILES AND THEIR IMPORTANCE

Information Sheet 3A Did you know that Reptiles also help to show geckos help keep whether there are problems with insects like other animals or plants in the Reptiles are an important part of the natural environment. cockroaches under food chain. A decrease in reptile As predators, reptiles eat pests like mice, rats and insects, and control by eating numbers, or in the variety of as prey, reptiles are eaten by larger reptiles, kookaburras, birds them? reptiles, may mean other animals of prey and other carnivores (meat eaters) and omnivores or plants are decreasing or vice (meat and plant eaters). Like all living things, reptiles have a versa. distinct place in the food chain. Some people find some reptiles frightening and scary. Indeed, some reptiles are frightening and scary. Some are even deadly!

Yet reptiles deserve our respect rather than our anger. They are really quite amazing. Adapting to the environment, they can do things that you and I can’t. Some can re-grow their tails, others can change their skin colour, and all can survive without food and water for long periods.

This makes reptiles incredibly resilient creatures and it also makes it seem only fair that we should learn to adapt to their presence in our homes and our backyards, no matter where we live.

Remember: Some snakes are venomous. The best thing to do when you see a snake is to calmly walk the other way. If you do find a snake in your home or garden and would like it removed, contact the Queensland Parks and Wildlife Service for help on (07) 4639 4599 or (07) 3227 7111.

It also makes places like the Southern Brigalow Belt, where one third of the reptiles in Queensland are found (including all five of Australia’s lizard families, four of the six snake families and one of the four turtle families), incredibly important. In fact, the only reptile families missing in this region are those confined to marine and tropical freshwater habitats. Many of these reptiles are also found nowhere else in the world.

The Southern Brigalow Belt is incredibly diverse, despite the fact that a number of the reptiles that live there are endangered or vulnerable to extinction. This variety of living things is called biodiversity. Biodiversity is the essence of all life.

Did you know that the venom of some snakes may be useful in producing medicine for humans?

Page 20 Beneath the Brigalow – Being Reptile Friendly Classroom Activity Sheet 3A – Different People See Things Differently

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What You Need What You Do • Information Sheet 3A Step 1: This activity involves a formal class debate on the topic of whether snakes should or should not be protected by law. Divide into two groups and choose either the affirmative or negative argument. Step 2: Read Information Sheet 3A and the two fictional Letters to the Editor as part of your homework. Step 3: In your group analyse the points of view presented and brainstorm your argument for the debate. Your teacher will perform the role of Born killers! adjudicator. Snakes are getting out of hand. Step 4: Discuss your own attitudes to snakes and These killers threaten people in their other reptiles and how they should be treated. own homes and backyards. We need to get rid of them so it’s safe to walk in our backyards. It’s better to be safe than sorry. There’s no harm in killing them. After all, there’s plenty more. What do snakes do for me? They scare the cows and what’s more, they scare the willies out of me! I Our awe not our don’t understand these greenies that want to protect something that’s a anger! They have no born killer. Snakes are incredible creatures. legs, yet they can move. They have no nose, yet B. Ware, Toowoomba Chronicle, they can smell. They have no claws, yet they can snatch. They have no ears to hear their prey, yet 20.05.03 they can catch their prey. They seldom eat and need little water. They can live on land or they can live in water. They are truly amazing creatures. Yet we still persist in killing every snake we see. Yes, some snakes are dangerous – in fact, a number of snakes are deadly. But is it necessary to kill them? Doesn’t every creature have a right to live? Especially one that has managed to survive millions of years and in places that you and I would not dream of living? Snakes deserve our awe not our anger.

B. Green, Chinchilla News, 25.05.03 NOT FOR PRINTING FOR PAGE NUMBERING PURPOSES ONLY INSERT COLOUR SECTION DIVIDERS HERE

SECTION 4 - NO HABITAT NO HOME SECTION 4 – NO HABITAT - NO HOME

Information Sheet 4A These passageways or ‘wildlife corridors’ can be complete stretches of vegetation or they can be patches that form ‘stepping stones’ that reptiles can use like we use stepping Since European settlement, over 13 million hectares of stones to cross a stream. These passageways provide escape vegetation in the Southern Brigalow Belt have been cleared. routes for reptiles and other animals during bush fires, flooding This is a lot of vegetation when you consider that one hectare is and droughts. the size of two football fields. Reptiles that are not killed during land clearing become Most of the trees and other plants on this land have been homeless. Sometimes they are able to adapt to their new removed for farming, grazing, industry, housing, roads and surroundings by using fallen trees and timber lying on the even railways. ground as alternative homes.

While this is essential to provide food and materials for our That is why it is a good idea to leave wood piles where they are urban and rural lifestyles, it is not always good for reptiles, instead of burning them. If these piles are not kept, the reptiles other native animals or the natural environment. As you now that have managed to survive usually die. know, many different types of reptiles are at home in the habitat that is often cleared to grow food and provide other materials. You may have even noticed geckos inside your house or on the outside of buildings. These little creatures are usually found on That’s why it is important to leave patches of vegetation in the trunks of trees but have also been able to adapt to the these areas, and this is why farmers, graziers and other land human environment by finding new places to live – and managers in the Southern Brigalow Belt are so important in sometimes, this may be on your toilet wall! helping to save reptiles and the many other plants and animals that live there.

It’s also important to make sure that these patches of vegetation are linked to each other and, where possible, that they are as wide as they are long to reduce the ‘edge effect’ on vegetation.

Edge effect is used to describe the negative impacts of things like wind, fire, cattle grazing and even insect damage, on vegetation growing at the edges of forests.

Reptiles, like humans, like to live near each other. They need partners to breed with and they need room to hunt for prey. Reptiles need to be able to cross from one patch of vegetation to other patches.

Page 23 Beneath the Brigalow – Being Reptile Friendly Classroom Activity Sheet 4A – A Fictional Farm

Name Date

What You Need What You Do • Information Sheet 4A Step 1: Summarise the information presented in Information Sheet 4A, listing features of good reptile • Large sheets of cardboard habitat. • Coloured pencils, pens or crayons Step 2: Construct an aerial view of a fictional farm • Paints that has ideal reptile habitat – include a farm house, an area designated for crops, patches of bush, leaf litter, • Glue rocky outcrops, wildlife corridors, piles of wood and • Box of craft goodies – string, cloth, timber. cotton wool, paddle pop sticks, sheets Step 3: Discuss why your farm is ‘reptile friendly’ of coloured paper, coloured cellophane Note: An extension of this activity could be to ask the students to research the habitat requirements of lizards • Natural materials – twigs, dried and to construct an outdoor habitat for lizards in the leaves, grass, pebbles school grounds – a ‘lizard lounge’.

This activity is based on an activity from Department of Environment and Heritage’s Environmental Education website (refer to Section 8). Classroom Activity Sheet 4B – Playing Your Part

Name Date

What You Need What You Do • Information Sheet 4A Step 1: Read Information Sheet 4A and the fictional scenario. Step 2: Divide into the five stakeholder groups represented in the scenario – local councillors, unemployed workers, farmers, environmentalists and commuters whose travel time to work will be prolonged due to construction vehicles. Step 3: Research the issues arising from the proposal (as homework) and then discuss the scenario in your stakeholder groups to decide on a response to the issue. Step 4: A ‘community meeting’ is held. Elect one student from your group to represent the views of the group at this community meeting. The remaining students of your group act as community members who either support the proposal (councillors and unemployed workers) or oppose the proposal (environmentalists and commuters). Scenario A large cattle feed lot is planned to be built in ______Shire. The Shire Council and local industry and business support the plans as it will attract revenue to the district and increase local employment. Construction will involve the removal of 30 hectares of native vegetation, draining of a natural wetland and increased construction traffic. Two reptiles listed as vulnerable to extinction and one rare plant species also occur in this native vegetation, and a number of migratory birds breed in the wetland after the wet season. NOT FOR PRINTING FOR PAGE NUMBERING PURPOSES ONLY INSERT COLOUR SECTION DIVIDERS HERE

SECTION 5 - SNAKE SAFETY SECTION 5 – SNAKE SAFETY

Information Sheet 5A For example, juvenile eastern brown snakes generally look the same. They have a black head blotch, a neckband and sometimes narrow body bands, while adult eastern brown Dangerous snakes snakes are described as one of the most variable animals in Australia is home to approximately 140 species of land snakes Australia. and 32 species of sea snakes. Over 100 of these species are venomous, although the vast majority are not regarded as dangerous. They are either too small; have very weak venom; or fangs that are too short to do harm.

Most venomous land snakes in Australia are called elapids (see Information Sheet 2B also). They have short, hollow fangs located at the front of their jaw. These fangs are connected to a venom gland.

The rare death adder

The best way to identify a snake is by counting its scales. Only dead snakes or snake skins should be used. Live snakes should never be handled.

Different types of venom

Snakes use venom to either paralyse or kill their prey and to begin digestion. Its use as a defence is secondary.

Most of the snakes found in Queensland are venomous. About 20 of these snakes are considered dangerous because they have highly toxic venom. Not all venom will kill you.

Venom is a mixture of proteins. Different snakes have different venom. Unfortunately, there is no easy way to determine which snakes are more dangerous than others. There are many things to Some venom can paralyse you or make it difficult to breath; consider, including the strength and quantity of the snake’s others can make you feel weak by destroying your muscles and venom, the temperament of the snake and its willingness to causing your kidneys to fail; and others still, can affect your defend itself, its abundance in an area, and its proximity to blood – increasing bleeding or clotting. human habitation. Symptoms of a snake-bite include pain, swelling or bruising Having said this, the eastern brown snake is probably the most around the bite, drooping eyelids or more widespread effects dangerous snake in the Southern Brigalow Belt. Other highly throughout the body like those mentioned above. dangerous snakes in the region include the western brown snake, common death adder, mulga or king brown snake, red- bellied black snake and spotted or blue-bellied black snake.

Identifying dangerous snakes

There are many books and guides that can help you identify dangerous snakes. However, it is important to remember that a snake’s colour is not the best guide to determining whether it is venomous or not.

Snakes vary in colour and pattern both within and between species, with age, and also around the time of shedding. While red-bellied black snakes and the small-eyed snake are both black above and red below, other snake species are not so easy to describe or to identify.

Page 27 Beneath the Brigalow – Being Reptile Friendly SECTION 5 – SNAKE SAFETY

Treating a snake-bite

Snake-bites are serious. They should be treated as an emergency. It’s important that you and your family know what to do in this emergency. The following safety tips are from the Queensland Ambulance Service website at www.ambulance.qld.gov.au.

1. Wrap a wide bandage firmly over the bite – do not wash or clean.

2. Apply another bandage from the bite, along the limb away from the bite

3. Splint the limb to immobilise - do not elevate.

4. Keep the person still.

5. Leave the limb bandaged until medical help arrives.

6. Resuscitate if breathing stops.

7. Call for medical help.

8. Mark the outside of the bandage where the bite is to assist with treatment.

9. Do not attempt to capture the snake.

10. If the snake has been clearly sighted, call the Queensland Museum to identify the snake – (07) 3840 7555.

Applying a firm bandage over the bite below and above will limit the spread of venom. Keeping the bandage in place for several hours ensures the venom does not spread throughout the body.

Remember: Snakes are not naturally aggressive. They usually prefer to retreat. They will only attack humans if they are hurt or provoked. If you come across a snake in the bush, just calmly walk the other way. If you find a snake in your home or garden and would like it removed, contact the Queensland Parks and Wildlife Service on (07) 4639 4599 or (07) 3227 7111.

Dry bite

Did you know a snake does not always inject venom into its victim when it bites? This is called a dry bite. Snakes in captivity, for example, may do this to save the energy it takes to produce the venom. However, a snake does not deliberately choose whether or not to inject venom.

Page 28 Beneath the Brigalow – Being Reptile Friendly Classroom Activity Sheet 5A – Snake-Bite First Aid

Name Date

What You Need What You Do

• Information 5A Contact your local ambulance service and invite a trained ambulance officer to visit the class to discuss • Suitably trained first aid or snake safety and other first aid. Invite the officer to ambulance officer discuss snake-bites and show the students how to bandage a snake-bite wound. NOT FOR PRINTING FOR PAGE NUMBERING PURPOSES ONLY INSERT COLOUR SECTION DIVIDERS HERE

SECTION 6 - BEING REPTILE FRIENDLY SECTION 6 – BEING REPTILE FRIENDLY

Information Sheet 6A As a land manager, farmer, grazier or landholder, you can help:

As you have now discovered, the brigalow is a place where lots 1. Avoid clearing where possible, but if you must clear, leave of plants and animals live. Even the smallest of patches are patches and connecting corridors of vegetation home to a number of different types of reptiles. 2. If you do have patches of vegetation that are not connected, Some reptiles are also threatened with extinction, despite their consider planting some native, local trees and understorey ability to survive in some of Australia’s driest and most difficult plants to create wildlife corridors or stepping stones for places to live. reptiles to move from one patch to another

Loss of habitat or changes to habitat through land clearing, 3. If you do burn your paddocks, ensure your burning regime overgrazing or burning too regularly are just some of the things is appropriate for the type of vegetation and patch burn (in that can decrease the variety and number of reptiles in an area. a mosaic pattern) to leave a refuge for wildlife

It’s important to remember this when you are out and about. 4. Allow your paddock to rest after cattle and sheep have been There are a number of things that you can do to be ‘reptile grazing – graze paddocks less often and move animals from friendly’ and to help protect reptiles where you live. one paddock to the next regularly

As a school student, you can help by: 5. Do not remove fallen trees or logs – if you need to tidy up, 1. Encouraging your school to adopt a Southern Brigalow Belt pile the wood instead and leave as a reptile home rather reptile icon – you can choose a reptile that is abundant in than burning your area or a reptile that is threatened in your area 6. Keep an eye out for reptiles when driving at night and 2. Being careful when you are out walking in the bush or in during the day – give native animals the right of way the yard – stay alert and remember that you are walking 7. Get to know what reptiles live on your land and learn which through lots of animal homes ones are rare or threatened

3. Taking part in local planting days and encouraging other 8. Plan your weed management program. Whilst weeds are a students and your family to join in also major threat to biodiversity, reptiles and other wildlife, and 4. Getting to know what reptiles live in your garden and your weed management is a necessary part of property neighbourhood – remembering that some reptiles, in management, weeds often provide important habitat for particular some snakes, are dangerous wildlife. Weeding in a mosaic pattern (patches) will ensure that some habitat remains so that wildlife is not left 5. Providing habitat for reptiles in your garden by planting a homeless. wildlife friendly garden

6. Making sure your pet does not hurt or injure native animals, These actions will benefit many other species including reptiles of wildlife and make your environment 7. Reporting any injured native animal or reptile and calling healthy for future generations an expert to help rescue them

8. Keeping an eye out for reptiles on the road when you are in the car – give native animals the right of way

9. Telling your family and your friends what you have learnt about reptiles and how special they are

Page 31 Beneath the Brigalow – Being Reptile Friendly Classroom Activity Sheet 6A – Poster Perfect

Name Date

What You Need What You Do • Information Sheets Step 1: Divide into teams of six. Each team is designated a particular threatened Southern Brigalow • Examples of posters Belt reptile. Research and prepare a brief report on • Reptile research resources the following topics relating to the reptile: • Photographs or illustrations of 1. What does the reptile look like? each reptile 2. Where does the reptile live – in the trees, leaf litter? • Large sheets of paper 3. What does the reptile eat? • Paints 4. What unusual characteristics does the reptile have? • Coloured pencils, pens or crayons 5. What has caused the reptile to become threatened with extinction? 6. What can people do now to save the reptile from extinction? Step 2: Develop a poster by yourself utilising the information your team has collected. Posters are displayed in a prominent place in the school to promote the plight of threatened reptiles and the Southern Brigalow Belt as an important reptile habitat. NOT FOR PRINTING FOR PAGE NUMBERING PURPOSES ONLY INSERT COLOUR SECTION DIVIDERS HERE

SECTION 7 - GLOSSARY OF TERMS SECTION 7 – GLOSSARY OF SPECIAL WORDS

Adapt: change to suit the environment Habitat: a plant or animal’s home where it can find food, shelter and a mate Aquatic: growing or living in or near water Incubate: hatch eggs by warmth Arboreal: living in trees Interbreed: used to describe when a plant or animal Biodiversity: variety or diversity of living things reproduces or breeds with another species Brigalow: a species of acacia (wattle) tree, a patch of Mosaic: consisting of patches vegetation where these trees are dominant or the region where this species is found Nocturnal: active at night

Canopy: cover formed by the branches and leaves of the tallest Omnivore: both a meat eater and a plant eater trees Phyllodes: flat stalks that act like leaves in acacia trees Carnivore: a meat eater Predator: an animal that preys upon another animal Colubrids: snakes that are solid-toothed or have fangs at the Prey: an animal that is hunted for food back of the mouth Sloughing: used to describe when a snake sheds its skin Ectothermic: used to describe an animal that gets its heat from outside its body, ‘cold-blooded’ Species: a group of organisms capable of interbreeding to produce fertile offspring Edge effect: used to describe the negative impacts of things like wind, fire, cattle grazing and even insect damage on Stepping Stones: patches of vegetation that wildlife use to vegetation at the edges of vegetation patches travel between habitats like we use stepping stones to cross a stream Elapids: venomous snakes that have hollow fangs at the front of the mouth Terrestrial: growing or living on land

Endangered: used to describe a plant or animal that is in direct Threatened: used to describe a plant or animal that is in danger of becoming extinct danger of becoming extinct (dying out)

Endemic: found no-where else in the world Understorey: plants growing below the canopy

Evolution: used to describe the process by which a plant or Venom: poisonous fluid injected into victims by snakes, animal changes over time to suit its environment spiders etc.

Extinct: used to describe a plant or animal that no longer exists Vulnerable: used to describe a plant or animal that is or has died out vulnerable to extinction

Faeces: solid waste discharged from an animal’s bowels Wildlife Corridor: passageways of vegetation that allow wildlife to pass through Food Chain: the link between plants and animals based on who eats what

Page 34 Beneath the Brigalow – Being Reptile Friendly NOT FOR PRINTING FOR PAGE NUMBERING PURPOSES ONLY INSERT COLOUR SECTION DIVIDERS HERE

SECTION 8 - EXCURSION AND ACTIVITIES SECTION 8 – EXCURSION IDEAS AND ACTIVITIES

Amaroo Environmental Education Centre (EEC) Suggested Activities at the Lake Broadwater Natural History Museum Amaroo EEC is located at Kleinton, about 25 kilometres north of Toowoomba. The centre provides environmental field Activity 1 activities for preschool, primary, secondary and special school students. Amaroo endeavours to encourage people to Students are taken on a guided tour around the lake. Students understand, enjoy and take responsibility for the environment in learn about different vegetation communities and how animals which we live, work and recreate. Schools can select from a utilise these communities. range of programs incorporating day visits and overnight Activity 2 camps. For more information or to make a booking visit www.amarooeec.qld.edu.au or call (07) 4696 7140. Students listen to a presentation on how to identify snakes by counting scales. Students are asked to count scales using discarded skins available at the Museum. Columboola Environmental Education Centre Activity 3

Columboola EEC is located 16 kilometres east of Miles, just Students examine specimen jars to identify the differences off the main Warrego Highway. Columboola aims to provide between snakes and legless lizards. quality environmental education experiences for a wide range of groups. Experiences offered to visiting groups are aimed at enhancing visitors’ knowledge, skills and appreciation of the natural and social environment. For more information or to make a booking visit www.columboolaeec.qld.edu.au or call (07) 4665 8166.

Lake Broadwater Natural History Museum

Lake Broadwater Natural History Museum is located in the Lake Broadwater Conservation Park, which is situated approximately 30 kilometres south-west of Dalby. Lake Broadwater Conservation Park reserves the unique Lake Broadwater and its surrounding vegetation types found in the Western Darling Downs. Lake Broadwater is the only naturally occurring water body of this type on the Darling Downs. The lake covers approximately 350 hectares and, when full, is up to three metres deep. Periodically it dries totally, sometimes for lengthy periods. Vegetation cover ranges from small patches of brigalow, poplar box and cypress pine to fairly open treeless areas. For further information call the Caretakers Residence on (07) 4663 3562 or the Lake Broadwater Conservation Park Trustees at Wambo Shire Council on (07) 4669 9000.

Page 36 Beneath the Brigalow – Being Reptile Friendly NOT FOR PRINTING FOR PAGE NUMBERING PURPOSES ONLY INSERT COLOUR SECTION DIVIDERS HERE

SECTION 9 - ADDITIONAL RESOURCES SECTION 9 – ADDITIONAL RESOURCES

References and Further Reading Reptile Rap – List of Potential Guest Speakers

Accad, A. et al. 2001, Remnant Vegetation in Queensland, Ranger or Extension Officer from Queensland Parks and Analysis of Pre-clearing, Remnant 1997-1999 Regional Wildlife Service Ecosystem Information, State Government of Queensland, Reptile expert from Queensland Museum Environmental Protection Agency. Threatened Species Network Regional Coordinator, Cogger, H. G. 2000, Reptiles and Amphibians of Australia, Queensland Reed New Holland, Sydney. WWF Australia Reptile Recovery Project Officer Commonwealth of Australia. Environmental Protection and Biodiversity Conservation Act, 1999. Land for Wildlife Officer

Curriculum Framework, 2001, Queensland Government. Local Shire Council Environmental Officer

Drury, W. L. 2001, Reptiles Under Threat, WWF Australia, Local Ambulance Officer Sydney. Extension Officer from local community conservation groups Ehmann, H. 1992, Encyclopedia of Australian Animals, Landcare Officer Reptiles, Angus & Robertson, Pymble. Representative from local naturalist club Environment Australia. 2002, Environmental Education School Activities: Lizard Lounge. http://www.ea.gov.au/education/activities/firewood/lizard.html. Useful Websites IUCN Red List of Threatened Species, 2002, International Union for the Conservation of Nature. Threatened Species Network – www.wwf.org.au/tsn

Living Safely with Crocodiles – An Education Kit for Primary WWF Australia – www.wwf.org.au Schools, 2000, MESA, Wildlife Preservation Society of Queensland and CoastCare. Department of Environment and Heritage – www.ea.gov.au

Mahogany Glider – An Education Kit for Primary Schools, Queensland Environmental Protection Agency – 2000, Wildlife Preservation Society of Queensland. www.epa.qld.gov.au

Nature Conservation Act, 1992, Queensland Government. Queensland Museum – www.qmuseum.qld.gov.au

Queensland Ambulance Service, 2003, Australian Museum – www.amonline.net.au http://www.ambulance.qld.gov.au. Education Queensland – www.education.qld.gov.au Queensland Snakes Queensland Museum. 2003, . Australia Zoo – www.crocodilehunter.com http://www.qmuseum.qld.gov.au/features/snakes.

Wilson, S. K. and Knowles, D. G. 1988, Australia's Reptiles - A Photographic Reference to the Terrestrial Reptiles of Other Resources Australia, Collins, Pymble. Environmental Education Centres Wilson, S. 2003, Reptiles of the Southern Brigalow Belt, WWF Australia, Sydney. Education Queensland has a network of environmental education centres throughout the State. There are two Wilson, S. and Swan, G. 2003, A Complete Guide to Reptiles environmental education centres located in the Southern of Australia, New Holland Publishers. Brigalow Belt - Columboola Environmental Education Centre and Amaroo Environment Education Centre. Visit www.education.qld.gov.au/schools/environment/outdoor for further information.

Museum Loan Kits

The Queensland Museum has an extensive range of loan kits that bring museum resources to regional areas. Visit www.qmuseum.qld.gov.au/education/loans to find out what’s available.

Page 38 Beneath the Brigalow – Being Reptile Friendly SECTION 9 – ADDITIONAL RESOURCES

Checklist of Reptiles of the Calyptotis scutirostrum Diporiphora australis Southern Brigalow Belt Carlia foliorum Physignathus lesueurii Carlia munda Pogona barbata Carlia mundivensis Tympanocryptis lineata The following is a list of reptiles that Carlia pectoralis Tympanocryptis pinguicolla (E) occur within the Southern Brigalow Belt. Carlia schmeltzii Blind Snakes This list also includes a number of Carlia tetradactyla species whose presence in isolated, cool, Carlia vivax Ramphotyphlops affinis moist uplands such as the Bunya Cryptoblepharus carnabyi Ramphotyphlops ligatus Mountains places them within the Cryptoblepharus plagiocephalus Ramphotyphlops nigrescens region’s broad geographic boundaries. Cryptoblepharus virgatus Ramphotyphlops proximus They are not, however, typical Southern Ctenotus allotropis Ramphotyphlops wiedii Brigalow Belt fauna. Examples include Ctenotus arcanus the tiger snake (Notechis scutatus) and Ctenotus ingrami Pythons the skink Lampropholis colossus. Ctenotus pantherinus Antaresia maculosus Ctenotus regius Aspidites melanocephalus Ctenotus robustus E = Endangered Aspidites ramsayi (R) Ctenotus taeniolatus V = Vulnerable Morelia spilota Cyclodomorphus gerrardii R = Rare Egernia cunninghami Colubrid Snakes Egernia frerei Boiga irregularis Geckos Egernia modesta Dendrelaphis punctulata Egernia rugosa (V) Diplodactylus conspicillatus Tropidonophis mairii Egernia striolata Diplodactylus steindachneri Eremiascincus fasciolatus Elapid Snakes Diplodactylus tessellatus Eremiascincus richardsonii Diplodactylus vittatus Acanthophis antarcticus (R) Eulamprus brachysoma Gehyra catenata Brachyurophis australis Eulamprus martini Gehyra dubia Cacophis harriettae Eulamprus quoyii Gehyra variegata Cacophis krefftii Eulamprus sokosoma Heteronotia binoei Cryptophis boschmai Eulamprus tenuis Nephrurus asper Cryptophis nigrescens Glaphyromorphus punctulatus Oedura marmorata Demansia psammophis Lampropholis adonis Oedura monilis Demansia vestigiata Lampropholis colossus Oedura rhombifer Denisonia devisi Lampropholis delicata Oedura robusta Denisonia maculata (V) Lerista fragilis Oedura tryoni Furina diadema Lerista muelleri Saltuarius salebrosus Furina dunmalli (V) Lerista punctatovittata Rhynchoedura ornata Hemiaspis damelii (E) Menetia greyii Strophurus taenicauda (R) Hoplocephalus bitorquatus Menetia timlowi Notechis scutatus Strophurus williamsi Morethia boulengeri Parasuta dwyeri Underwoodisaurus milii Morethia taeniopleura Pseudechis australis Saiphos equalis Snake-Lizards Pseudechis guttatus Tiliqua rugosa Pseudechis porphyriacus Delma inornata Tiliqua scincoides Pseudonaja nuchalis Delma plebeia Goannas Pseudonaja textilis Delma tincta Suta suta Delma torquata (V) Varanus gouldii Vermicella annulata Lialis burtonis Varanus panoptes Paradelma orientalis (V) Varanus tristis Freshwater Turtles Pygopus schraderi Varanus varius Chelodina expansa Skinks Dragons Chelodina longicollis Anomalopus brevicollis Elseya dentata Amphibolurus burnsi Anomalopus leuckartii Elseya latisternum Amphibolurus muricatus Anomalopus mackayi (V) Emydura krefftii Amphibolurus nobbi nobbi Anomalopus verreauxii Emydura macquarii Chlamydosaurus kingii Rheodytes leukops (V)

Page 39 Beneath the Brigalow – Being Reptile Friendly