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Beneath the Brigalow

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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.
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