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Exploring Australia’s Threatened Species RESOURCE KIT

Teacher’s Guide

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© Commonwealth of Australia 2006

This work is copyright. It may be reproduced in whole or in part for study, research or information subject to an inclusion of an acknowledgment of the source and no commercial usage or sale. The Student Resources sheets in the booklet may be copied for school classroom use. Reproduction for purposes other than those indicated above requires the written permission of the Commonwealth. Requests and enquiries should be addressed to:

Hands on for HabitatPublic AffairsDepartment of the Environment and HeritageGPO Box 787CANBERRA ACT [email protected]

Hands on for Habitat was written by Robert Lewis, Doug Neal and Tim Gurry of Ryebuck Media Pty Ltd, in conjunction with the Australian Department of the Environment and Heritage. The views and opinions expressed in this publication are those of the authors and do not necessarily reflect those of the Australian Government or the Minister for the Environment and Heritage.

ISBN: 0 642 552 21 5

Exploring Australia’s Threatened Species Resource Kit

TEACHER’S GUIDE

A guide to using the resources in the Hands on for Habitat Resource Kit to learn

about Australia’s threatened plants and animals.

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Learning outcomesThe resources and activities in the Resource Kit have been designed to achieve a range of learning outcomes across a number of Key Learning Areas – particularly Society and Environment / Human Society and its Environment, Science and English. There is also a strong emphasis on Civics and Citizenship – helping students to be informed and active citizens in this environmental area. After using the materials in Hands on for Habitat students will be better able to:

• understand the concept of habitat

• understand the relationship between different species and habitats

• identify elements of different habitats and how these are interrelated

• understand the processes that threaten species

• explore how their own actions can have both positive and negative impacts on their environments

• find ways to help protect threatened species and their habitats

• identify practical ways that they can work with groups in their local communities to protect threatened species.

Introduction to the resourceIntroduction to the resource

Web resources for teachersDepartment of the Environment and HeritageEnvironmental Education web sitewww.deh.gov.au/education

Threatened Species and Ecological Communities web sitewww.deh.gov.au/biodiversity/threatened

Logs have Life Inside web sitewww.deh.gov.au/firewood

WWF (World Wide Fund for Nature) Australia Threatened Species Network web site www.wwf.org.au/tsn

Resources in the kitInside this Resource Kit you will find a number of elements that will help you and your students explore threatened flora and fauna of Australian habitats.

These include:

• Teacher’s Guide

• Entry form for the Hands on for Habitat Awards

• Fact sheets on: – Invasive Species – Responsible Pet Ownership – Threatened Australian Plants – Frogs – Dibbler – Flatback Turtle – Greater Bilby – Hindmarsh Correa – Superb Parrot – Green Kids Guide to Threatened Species

• Species Profile brochure

• Species Profile bookmark

• Threatened Species Day Poster

• Six Cadbury® habitat posters:

– Rainforests – Bushland – Deserts and Plains – Rivers and Waterways – Wetlands and Swamps – Woodland.

Hands on for Habitat is a collection of resources designed to help students explore the issue of threatened species. It is also designed to assist in the development of materials for entry in the Hands on for Habitat competition, where children have the chance to win prizes for their school while at the same time helping Australia’s threatened species.

How to use this GuideThis Guide contains suggested classroom activities and lesson plans, as well as a variety of information and activity sheets to help teach students about Australia’s threatened plants and animals.

As a first step, go to the section on Classroom Suggestions for the year level you are teaching. This section provides lesson plans and suggested activities to undertake using the resources in the Kit, and are broken into activities for levels 1/2, 3/4, and 5/6/7.

The Pygmy Possum symbol indicates that there is information available in the Resource Kit or Teacher’s Guide to assist with a suggested activity. However you can also find other information from your school library, from a local National Park, or from the internet.

Completing these classroom activities will help students enter the Hands on for Habitat Awards. The class must choose a habitat to focus on and draw a picture of an Australian threatened plant or animal that lives in that habitat. Then they have to answer three questions about the species on the back of their drawing, and send it in. Further details on the Awards are available from the entry form included in this Resource Kit.

The Resources in the Kit can also be used as stand-alone resources or integrated into existing lesson plans.

For more informationHands on for Habitat has been sponsored by the Australian Government and Cadbury. For moreresources and information visit the Department’sweb site www.deh.gov.au/habitat

Teachers are encouraged to duplicate any materials in this Resource Kit.

Classroom strategiesThe publications in the Resource Kit can be used as stand-alone classroom materials. However, this Teacher’s Guide provides suggested sequential classroom activities at three levels – Years 1/2, 3/4 and 5/6/7 – to achieve these outcomes. They have been constructed by experienced teachers specifically to gain the maximum benefit from the set of resources in the kit. These strategies and activities:

• are personally challenging and rewarding for students

• make use of effective and well-directed individual and group work

• reinforce a wide range of environmental messages

• encourage students to identify the significant habitat and habitat issues in their local area

• expose them to information and ideas on a wide range of habitats and threatened species

• are fun activities

• provide a balanced environmental awareness message – that there are problems, but good things are also being done

• create an awareness of personal responsibility in a manageable way

• create an awareness of shared community responsibility for sustainable environmental management.

A key teaching strategy for older students is to have them become decision-makers in six situations affecting a variety of habitats and different threatened species. Students must research information, then make a good choice from a number of options confronting them. Consequences follow from their choices.

In this way students are developing good decision-making skills as well as gaining insights into a significant environmental situation.

HANDS ON FOR HABITAT Student Resource 10

Australia’s threatened plants and animalsAustralia’s threatened plants and animals

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Australia’s speciesAustralia is home to more than one million species, many of which are found nowhere else in the world. In fact, the majority of our plant and animal species are endemic – that is they are only found in Australia.

Changes to the landscape and native habitat as a result of human activity have put many of these unique species at risk. Over the last two hundred years many plants and animals have become extinct.

National Threatened Species DayNational Threatened Species Day is held on 7 September each year to encourage the community to help conserve Australia’s unique native flora and fauna. We can all take action to prevent further extinctions by restoring healthy numbers of endangered species and ecological communities in the wild.

National Threatened Species Day was first held in 1996 to commemorate the death of the last Tasmanian Tiger in captivity in 1936. The concept was developed by the Threatened Species Network, a community based programme of the World Wide Fund for Nature and the Australian Government as a way to showcase Australian threatened species. By focusing attention on the plight of many of our threatened animals and plants, Threatened Species Day aims to encourage greater community support and hands-on involvement in the prevention of further losses of Australia’s unique natural heritage.

The Australian Government has joined forces with Cadbury to run the annual Hands on for Habitat Awards. As a lead up to Threatened Species Day, the Awards encourage 6–12 year olds to learn more about Australia’s threatened species and to participate in activities to protect these native animals and plants. In this way, students are involved in informed and active citizenship through their environmental knowledge and action. An entry form is included in this Resource Kit.

What makes a species threatened?The main reason that animals and plants become threatened or extinct is because of habitat loss and change. Humans have great power to change and destroy habitats and so reduce the chances of species surviving. Species and their habitats are affected when vegetation is cleared for uses such as agriculture, forestry, mines, suburbs and roads; when rivers are dammed to store water; or when swamps are drained for developments. Introduced animals such as foxes, rabbits, and feral animals can also cause population decreases in native species that can lead to them becoming threatened.

Australians are now aware of the problems facing our threatened species. We are aware that we should change the way we do things. We need to recycle, create less rubbish, use less water and not destroy the bush.

With help from everyone, Australia's threatened species have a greater chance of survival.

Classroom suggestions 6 For years 1/2 levels 6

For years 3/4 levels 7

For years 5/6/7 levels 9

Decision-maker master sheet 11 Levels 3/4 11

Levels 5/6/7 13

Student Resources 15 1. What is a habitat? 15

2. Threats to habitat and species 16

3. Lizard Lounge (1) 17

4. Lizard Lounge (2) 18

5. Woodland Wildlife 19

6. Bushland (open forest) habitat and threatened species (3/4) 20

7. Rainforest habitat and threatened species (3/4) 21

8. Woodland habitat and threatened species (3/4) 22

9. Desert and plains habitat and threatened species (3/4) 23

10. Wetlands and swamps (including mangroves) habitat and threatened species (3/4) 24

11. Rivers and waterways habitat and threatened species (3/4) 25

12. Bushland (open forest) habitat and threatened species (5/6/7) 26

13. Rainforest habitat and threatened species (5/6/7) 27

14. Woodland habitat and threatened species (5/6/7) 28

15. Desert and plains habitat and threatened species (5/6/7) 29

16. Wetlands and swamps (including mangroves) habitat and threatened species (5/6/7) 30

17. Rivers and waterways habitat and threatened species (5/6/7) 31

18. Habitat and threatened species – Ranger’s instructions (part 1) 32



21. Can you save the threatened species? Decision maker (3/4) 35

22. Can you save the threatened species? Decision maker (5/6/7) 36

23. Codebreaker manual 37

Contents

Classroom suggestionsClassroom suggestions for years 1/2 levels

1 Introduce students to the idea of habitat by asking them to identify where some Australian native animals live, what they eat and where they get water to survive. Animals such as kangaroos, wombats and bilbies will be well-known to students and can be described in this way. Students can draw up a table to summarise the information, and illustrate each aspect with photographs or drawings. Note that some animals such as bilbies actually obtain the water they need from the food they eat.

Animal Food Water

2 Students can now be introduced to the Lizard Lounge and Woodland Wildlife activities.

Resources needed for this exercise are Student Resource 3 and 4 Lizard Lounge and Student Resource 5 Woodland Wildlife in the Teacher’s Guide.

3 Have small groups of students work on habitat posters. Ask them to identify some features of the habitat, and to name the animals they see in that habitat. Students can create captions naming these features (e.g. “kangaroos”, “tall tree”) and stick them on the posters with blu-tack.

Resources needed for this exercise are the six Cadbury® posters on different habitats in the Resource Kit.

4 Students can discuss their understanding of habitats and threatened species, and can be encouraged to enter the Hands on for Habitat Awards competition as a class.

Resource needed for this exercise is the Entry Form for the Hands on for Habitat Awards in the Resource Kit.

Classroom suggestions

1 Introduce students to the concept of habitat by having students make a list of five things they like about their home. This might be their room, the TV, their family, their favourite possessions, etc.

2 Tell students that they have to remove two of those things from that list. Discuss with students how they felt about not having those things in their life any more.

3 Write the word ʻhabitatʼ on the board, and explain to students that it means an area that provides what is needed for life, and that this is what they will be looking at.

4 Ask students to imagine that they have to create a place to keep an animal for a year. The animal will be in there, without the student or anybody else being able to be in contact with it. Small groups could choose one of these animals to keep: a bird, lizard, fish or mammal.

5 After students have designed their habitats, tell them that you are going to ʻtestʼ them to see if their animal will survive. Ask four questions of the students:

• Have you provided a source of food for twelve months?

• Have you provided shelter?

• Have you provided a source of water?

• Have you provided some protection from predators or harmful animals?

6 Explain to students that they have created a simple habitat. A habitat is a place to live (just like their own home is a sort of habitat to them). A habitat needs to provide these four things to its inhabitants. Students can explore this idea further in the Lizard Lounge and Woodland Wildlife activities.

Resources needed for this exercise are Student Resource 3 and 4 Lizard Lounge and Student Resource 5 Woodland Wildlife in the Teacherʼs Guide. Students can also use the additional information on the fact sheets in this Resource Kit.

Classroom suggestions for years 3/4 levels

7 Have students form groups of a minimum of six. Have each student in the group create a Habitat Ranger badge, with each member including the habitat they are studying on their badge. (So, for example, all the ‘Bushland’ group will create ‘Bushland Habitat Ranger’ badges.)

8 Introduce the idea now of ‘threatened species’. This can be done by a discussion of some extinct species, such as the Tasmanian Tiger. Before it became extinct it must have been ‘threatenedʼ, so discuss what you might see in a species that is threatened. (See the Introduction to the resource on page 2 for information on how a species becomes threatened.) Cover ideas such as their distribution would be decreasing; fewer young ones would be born; there may be some change to their environment or new predators being introduced that are causing the problem; and so on.

Students can also use the additional information in the booklet Green Kids Guide to Threatened Species in this Resource Kit.

9 Introduce the decision-maker exercise by reading the news flash to the students. Explain to them that they are going to have to make some decisions to help save some threatened species. To do this they need good information. Set them to read the habitat and threatened species information, and answer the appropriate questions.

Resources needed for this exercise are Decision-maker mastersheet Levels 3/4 and Student Resources 6–11 in the Teacher’s Guide, and the six habitat posters in this Resource Kit.

10 Then change the groups so that there is a Habitat Ranger for each habitat in each new group. Now you will read out the six challenges, and the group must work out its answers – relying especially on a different expert Habitat Ranger for each question.

Resources needed for this exercise are Decision-maker mastersheet Levels 3/4 and Student Resource 21 in the Teacherʼs Guide.

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Useful publications in the RESOURCE KIT for this activity are:

• Fact sheets on Invasive Species, Responsible Pet Ownership, Threatened Australian Plants, Frogs, Dibbler, Flatback Turtle, Greater Bilby, Hindmarsh Correa, Superb Parrot;

• Green Kids Guide to Threatened Species booklet;

• Species Profile Brochure;

• Threatened Species Day Poster.

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11 When students have completed the questions read out the consequences for the option they have chosen. Then give them the coded message and codebreaker manual.

Resource needed for this exercise is Student Resource 23 in the Teacher’s Guide.

The coded message is:

The solution to habitat destruction and the protection of threatened species is to care for our environment. Plant native plants to attract local wildlife. Reduce, re-use and recycle everything you can.

Compost biodegradable waste like kitchen scraps. Don’t just dump weeds or rubbish in the bush. Be educated about the best ways to look after our environment. We can all do our part to help care for the world.

The first paragraph of the code simply substitutes a number for a letter – so 1 = A, 2 = B, and so on.

The second paragraph uses letters. In this case the pattern is to move every letter back two places – so E in the message is represented by C, T by R, and so on.

Teachers might want to split up this task, giving the more complex coded paragraph to the more mathematically-inclined students to work on.

If the codes are causing students difficulties, teachers can give ʻhintsʼ to help students see the patterns, and then find the message.

12 Students can now be encouraged to consider some practical ways of helping threatened species, celebrating Threatened Species Day, and entering the Hands on for Habitat Awards competition.

There are many worthwhile-things that students can do to for the National Threatened Species Day on 7 September. Students can work on individual projects or work as a team. Here are some suggestions you might like to consider:

• Go to the Department of the Environment and Heritage Threatened Species information site at www.deh.gov.au/biodiversity/threatened/ information and choose three threatened plants or animals for your state or territory. For a broader list of threatened species go to www.deh.gov.au/ biodiversity/threatened/species.

Classroom suggestionsClassroom suggestions for years 5/6/7 levels

6 Now introduce change to the habitats. Tell the snake people that there are poisonous cane toads there; tell the fish people that pesticides have been dumped in the water; tell the bilby people that foxes have been seen in the area; and tell the bird people that many of the trees have been chopped down for fire wood.

7 Have students discuss what happens to the habitat when the change is made. If the change in habitat is severe enough it can lead to a species becoming threatened. Students can now read the worksheets on habitat and threats.

Resources needed for this exercise are Student Resource 1, What is a habitat? and Student Resource 2, Threats to habitats and species in the Teacherʼs Guide.

8 Introduce the decision-maker exercise by reading the news flash to the students. Explain to them that they are going to have to make some decisions to help save some threatened species. To do this they need good information. Set them to read the habitat and threatened species information, and answer the appropriate questions.

Resources needed for this exercise are Decision-maker mastersheet Levels 5/6/7 and Student Resources 12–17 and 18–20 in the Teacher’s Guide, and the six habitat posters in the Resource Kit.

9 Have students form groups of a minimum of six. Have each student in the group create a Habitat Ranger badge, with each member including the habitat they are studying on their badge. (So, for example, all the ʻBushlandʼ group will create ʻBushland Habitat Rangerʼ badges.) Each group has one of the habitat posters, and answers the questions about their poster, and keeps a copy of their answers.

1 Introduce students to the concept of habitat. Have students make a list of five things they like about their home. This might be their room, the TV, their family, their favourite possessions, etc.

2 Then have them remove two of those things from that list. Have students discuss how they felt about not having those things in their life.

3 Now ask students to imagine that they have to create a place to keep an animal for a year. The animal will be in there, without you or anybody else being able to be in contact with it. Small groups could choose one of these animals to keep: a snake, a fish, a bilby or a bird.

4 After students have designed their habitats, tell them that you are going to ʻtestʼ them to see if the animal will survive. Ask four questions:

• Have you provided a source of food for twelve months?

• Have you provided shelter?

• Have you provided a water source?

• Have you provided some protection from predators?

5 Explain to students that they have created a simple habitat. A habitat is a place to live (just like their own home is a sort of habitat to them.) A habitat needs to provide these four things to its inhabitants. In each case, however, it is appropriate to have some predators in the habitat – because a source of food is an essential part of the predatorʼs habitat. When they are in balance, then the habitat is working well as an eco-system. Have students do the Lizard Lounge and Woodland Wildlife activities.

Resources needed for this exercise are Student Resource 3 and 4 Lizard Lounge and Student Resource 5 Woodland Wildlife in the Teacher’s Guide.

Students can also use the additional information on the fact sheets in this Resource Kit.

• Create threatened species posters for those species you have identified in your state or territory. These posters can be entered into the Hands on for Habitat Awards. See the entry form in the Resource Kit for details.

• Place information in the school newsletter with tips on how to save our threatened species and habitats.

• Run a daily quiz in the school bulletin on threatened species and habitats.

• Contact the local newspaper or radio station and let them know that you are participating in the Hands on for Habitat Awards this year.

• Hold a fundraising activity and donate the funds to an organisation involved in saving our threatened species.

• Create a script about our threatened species and present a series of mini plays to the school community. Students might like to use the decision maker as a basis for one of the scripts. If you video the plays, they could be entered in the Hands on for Habitat Awards. See the entry form in the Resource Kit for details.

• Create models of the threatened species and display them around the school.

For more details

Hands on for Habitat Awards – www.deh.gov.au/habitat

National Threatened Species Day – www.deh.gov.au/biodiversity/threatened/ts-day

Threatened Species Network – www.wwf.org.au/tsn






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• Create threatened species posters for those species you have identified in your state or territory. These posters can be entered in the Hands on for Habitat Awards. See the entry form in the Resource Kit for details.

• Place information in the school newsletter with tips on how to save our threatened species and habitats.

• Run a daily quiz in the school bulletin on threatened species and habitats.

• Contact the local newspaper or radio station and let them know that you are participating in the Hands on for Habitat Awards this year.

• Hold a fundraising activity and donate the funds to an organisation involved in saving our threatened species.

• Create a script about our threatened species and present a series of mini plays to the school community. Students might like to use the decision maker as a basis for one of the scripts. If you video the plays, they could be entered in the Hands on for Habitat Awards. See the entry form in the resource kit for details.

• Create models of the threatened species and display them around the school.

For more details

Hands on for Habitat Awards – www.deh.gov.au/habitat

National Threatened Species Day – www.deh.gov.au/biodiversity/threatened/ts-day

Threatened Species Network – www.wwf.org.au/tsn

This decision-maker exercise requires students to face six situations in different habitats in which there are threatened species. Students are given three possible options. One of these is always the best option, though sometimes there is a second option, which is an acceptable strategy, but not as good as the best one. Generally the other options are plausible, but not appropriate in the circumstances.

Start by announcing the News Flash below, then set students to research the six habitats, and answer the set questions. When this research has been done students can tackle the six hypothetical situations.

We have just learned that there has been a meeting of animals. The animals have been aware that there have been strange forces at work in their environments, harming them and the plants and environment they depend on, and putting them under threat.

They need some humans to go on a national quest to get information that will provide answers to what can be done. The group of humans they have chosen to help them is: GRADE _______ of __________ SCHOOL – that is, you!

Along the way you will also find some secret coded information. They are relying on you to break the codes and spread the secret messages that are hidden there.

But before you can go on this quest you need to be well-informed. So answer the questions on the different habitats and threatened species that your group is given, and get ready to travel to save the threatened species.

Students need to discuss these options – drawing especially on the knowledge of the ʻexpertʼ on that habitat in the group. You should encourage the expert in each group to give a short report on the habitat, the threatened animal, and the main threats. Then all members of the group discuss each solution in the light of this information, and make their decision.

Here is a summary of the six sets of information:

10 Then change the groups so that there is a Ranger for each habitat in each new group. Now you will read out the six challenges, and the group must work out its answers – relying especially on a different expert ranger for each question.

Resources needed for this exercise are Teacher Resource 6 and Student Resource 22 in the Teacher’s Guide.

11 When students have completed the questions read out the consequences for the option they have chosen. Then give them the coded message.

Resource needed for this exercise is Student Resource 23 in the Teacher’s Guide.

The coded message is:

The solution to habitat destruction and the protection of threatened species is to care for our environment. Plant native plants to attract local wildlife. Reduce, re-use and recycle everything you can.

Compost biodegradable waste like kitchen scraps. Don’t just dump weeds or rubbish in the bush. Be educated about the best ways to look after our environment. We can all do our part to help care for the world.

The first paragraph of the code simply substitutes a number for a letter – so 1 = A, 2 = B, and so on.

The second paragraph uses letters. In this case the pattern is to move every letter back two places – so E in the message is represented by C, T by R, and so on.

Teachers might want to split up this task, giving the more complex coded paragraph to the more mathematically-inclined students to work on.

If the codes are causing students difficulties, teachers can give ʻhintsʼ to help students see the patterns, and then find the message.

12 Students can now be encouraged to consider some practical ways of helping threatened species, celebrating Threatened Species Day, and entering the Hands on for Habitat Awards competition.

There are many worthwhile-things that students can do to for the National Threatened Species Day on 7 September. Students can work on individual projects or work as a team. Here are some suggestions you might like to consider:

• Go to the Department of the Environment and Heritage Threatened Species information site at www.deh.gov.au/biodiversity/threatened/information and choose three threatened plants or animals for your state or territory. For a broader list of threatened species go to:www.deh.gov.au/ biodiversity/threatened/species.

Decision-maker master sheetDecision-maker master sheet Levels 3/4

Habitat State Threatened Species Source of Threat

Desert WA NTSA

Southern Marsupial Mole

Predation by feral cats, foxes and dingoes; soil compaction by stock movement and vehicles

Bushland (open forest)

VIC Baw-Baw frog Not specifically known – could include climate change, pollution, habitat destruction or disease

Woodland QLD Northern Hairy-nosed Wombat

Change of grasses for cattle

Swamps NT QLD

Water Mouse Residential and recreational development of mangrove areas

Rainforests NSW Hairy Quandong Lantana weeds

Rivers and Waterways

TAS Spotted Handfish Northern Pacific Seastar – introduced marine pest

News Flash!

The situations and student options are set out in Student Resource 21. Here are the suggested consequences that you will read out to students after the final situation:






We have just learned that there has been a meeting of animals. The animals have been aware that there have been strange forces at work in their environments, harming them and the plants and environment they depend on, and putting them under threat.

They need some humans to go on a national quest to get information that will provide answers to what can be done. The group of humans they have chosen to help them is: GRADE _______ of __________ SCHOOL – that is, you!

Along the way you will also find some secret coded information. They are relying on you to break the codes and spread the secret messages that are hidden there.

But before you can go on this quest you need to be well-informed. So answer the questions on the different habitats and threatened species that your group is given, and get ready to travel to save the threatened species.

News Flash!

The situations and student options are set out on Student Resource 22 in this Teacher’s Guide. Here are the suggested consequences that you will read out to students after the final situation:

Decision-maker master sheetDecision-maker master sheet Levels 5/6/7

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This decision-maker exercise requires students to face six situations in different habitats in which there are threatened species. Students are given four possible options. One of these is always the best option, though sometimes there is a second option, which is an acceptable strategy, but not as good as the best one. Generally the other options are plausible, but not appropriate in the circumstances.

Start by announcing the News Flash below, then set students to research the six habitats, and answer the set questions. When this research has been done students can tackle the six hypothetical situations.

Students need to discuss these options – drawing especially on the knowledge of the ʻexpertʼ on that habitat in the group. You should encourage the expert in each group to give a short report on the habitat, the threatened animal, and the main threats that exist to it. Then the entire group discuss each solution in the light of this information, and make their decision.

Here is a summary of the six sets of information:

If you chose: Result:

A This is not really a practical solution. Score 0 pointsB This will not solve the problem as you do not really know exactly where the animal lives. Score 0 pointsC This is a really good solution – draw on the knowledge of those who know the animal best. Score 2 points

This will mean that you can develop detailed plans later that will work well.

A This will not work as the wombats will not eat this food. Score 0 pointsB This will help as cattle disturb the environment. Score 2 pointsC This is a good long-term strategy and will help create more habitat in the future. Score 2 points

A This will not help because animals are not the problem here. Score 0 pointsB This will help the Hairy Quandong of the area – but you will need to keep clearing the weed, Score 2 points

as its seeds are spread by birds.C This is a good strategy for the long term – it will make sure that the tree is still around in the future. Score 1 point

A This is an excellent idea – research is needed to gather knowledge, and action is then built Score 2 pointson this knowledge.

B This will be helpful if it is possible. We are not certain that this is a cause, but keeping the frogʼs Score 2 pointshabitat clean must be a good thing.

C This is not a very practical solution, and will interfere with other native animalsʼ use of the area. Score 0 points

A This is a good idea, but the problem is not people bringing them in, as the invasive Northern Score 0 points Pacific Seastar is breeding in the area. So this will not solve this problem.

B This is what is needed – to get rid of the existing population, and making sure that they cannot Score 2 pointskeep breeding in the area.

C This is very unlikely to help – the fish need a very specific habitat. Score 0 points

A This will help to reduce losses due to feral animals, but be careful you donʼt trap native Score 1 pointspecies too.

B This is the best solution if it is possible, as it is the loss of the habitat that is the greatest threat. Score 2 pointsC This is not a practical solution for a large area. Score 0 points

1

6

5

4

3

2

There is a secret message. Have you earned the right to get that message and decode it? That might depend on your score. Let’s see.

8–12 You are an excellent Habitat Ranger. You understand how the habitat works. You can see the causes of problems, and select good solutions for them. The threatened species of Australia need you so you will be asked to help decode the secret message.

4–7 You are sometimes very good in choosing ways to solve problems in habitats that put species under threat. So please keep developing your skills – the threatened species of Australia need you – and you will be asked to decode the secret message.

0–3 You have not been able to solve these problems, but do not give up. Keep being interested in what happens in habitats, and how these problems might be solved. The threatened species of Australia need you – and you will be asked to decode the secret message.

Reflection and discussion

• Why is habitat important?

• Why do some species become threatened?

• Can there be a balance between human development of the environment and preservation of habitat?

• Discuss the ideas in the coded messages.

• What can you do to help habitat and threatened species?

Habitat State Threatened Species Source of Threat

Desert WA NTSA

Southern Marsupial Mole Predation by feral cats, foxes anddingoes; soil compaction by stock movement and vehicles

Bushland (open forest) VIC Baw-Baw frog Not specifically known – could include climate change, pollution, habitat destruction or disease

Woodland QLD Northern Hairy-nosed Wombat Change of grasses for cattle

Swamps NT QLD

Water Mouse Residential and recreational development of mangrove areas

Rainforests NSW Hairy Quandong Lantana weeds

Rivers and Waterways TAS Spotted Handfish Northern Pacific Seastar – introduced marine pest

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HANDS ON FOR HABITAT Student Resource 1

There is a secret message. Have you earned the right to get that message and decode it? That might depend on your score. Let’s see.

8–12 You are an excellent Habitat Ranger. You understand how the habitat works. You can see the causes of problems, and select good solutions for them. The threatened species of Australia need you – decode the secret message to help save them.

4–7 You are sometimes very good in choosing ways to solve problems in habitats that put species under threat. So please keep developing your skills – the threatened species of Australia need you – decode the secret message to help save them.

0–3 You have not been able to solve these problems, but do not give up, keep being interested in what happens in habitats, and how these problems might be solved. The threatened species of Australia need you – decode the secret message to help save them.

Reflection and discussion

• Why is habitat important?

• Why do some species become threatened?

• Can there be a balance between human development of the environment and preservation of habitat?

• Discuss the ideas in the coded messages.

• What can you do to help habitat and threatened species?

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If you chose: Result:

A This is not really a practical solution. Score 0 pointsB This will not solve the problem as you do not really know exactly where the animal lives. Score 0 pointsC This is a really good solution – draw on the knowledge of those who know the animal best. Score 2 points

This will mean that you can develop detailed plans later that will work well. D This will not work as you donʼt know the best place to relocate the animal – more research is needed. Score 0 points

A This is an excellent thing to do – it will protect the condition of the existing habitat for Score 2 pointsWombats.

B This is not the problem that is threatening the Wombat, so it is not a good policy for this case. Score 0 points C This could be good if there is suitable land available. You would need to find out. Score 1 pointD This is a good long-term strategy and will help create more habitat in the future. Score 1 point

A This will not help because animals are not the problem here. Score 0 pointsB This will help the Hairy Quandong of the area – but you will need to keep clearing the weed, Score 2 points

as its seeds are spread by birds.C This is a good strategy for the long-term – it will make sure that the tree is still around in the future. Score 2 pointsD This is an excellent idea – but needs a lot of research. Scientists must be very careful that the Score 1 point

control method they introduce, such as a fungus that destroys the Lantana leaves, does not cause harm to native species and does not get out of control.

A This is an excellent idea – research is needed to gather knowledge, and action is then built on Score 2 pointsthis knowledge.

B This will be helpful, if it is possible. We are not certain that this is a cause, but keeping the Score 2 pointsfrogʼs habitat clean must be a good thing.

C This is not a very practical solution, and will interfere with other native animalsʼ use of the area. Score 0 pointsD This will not work as we do not know just what it is that is needed in the new location for Score 0 points

the frogs to survive.

A This is a good idea, but the Northern Pacific Seastar is already breeding in the area. Score 0 pointsSo this will not solve this problem.

B This is what is needed – to get rid of the existing population, and making sure that they cannot Score 2 pointskeep breeding in the area.

C This is very unlikely to help – the fish need a very specific habitat. Score 0 pointsD This might be a way of getting rid of the Northern Pacific Seastar, but much research and care Score 1 point

are needed before this drastic solution can be carried out.

A This will help to reduce losses due to feral animals, but be careful you don’t trap native Score 1 pointspecies too.

B This is the best solution if it is possible, as it is the loss of the habitat that is the greatest threat. Score 2 pointsC This is not a practical solution for a large area. Score 0 pointsD This will not help as their nests are not a problem. Score 0 points

What is a habitat? Read this explanation of habitat, and paste the correct summary beside each paragraph

A habitat is a ‘home’ that provides shelter, safety, food and water for the creatures and plants that exist there. It is a place where plants and creatures live and have impacts on each other in their own special environment. The creatures and plants of a habitat rely upon each other for their survival.

Australia is a very large island continent and has many different climates. The different climates are an important factor in creating a wide range of habitats: rainforests, wetlands and swamps, rivers and waterways, deserts and plains, woodlands and bushlands.

A habitat is threatened when something is taken from it, or something is introduced into it, that upsets the naturally existing balance between the plants and creatures. Within each habitat there is a food chain that sees creatures feed on plants, insects and each other. By doing this, the balance between the different species is kept. This ensures that one species does not dominate the habitat.

For example, if the insect population is destroyed a chain reaction occurs that impacts on the other creatures in the habitat. If a species in the middle of the food chain is reduced this can have at least two impacts. If the fish populations are greatly reduced this could allow insects like mosquitoes to flourish. Those creatures that rely on the fish as a food source will be affected and will in turn suffer.

At times natural events occur that have an impact on habitats. Fire, flood and drought are a natural part of our environment. Most species have adapted to these conditions over thousands of years and are able to survive in sufficient numbers to avoid extinction.

Human activity has had a direct impact on our delicately balanced habitats. Clearing of land for housing and farms has resulted in many species becoming threatened. The deliberate and accidental introduction of new plants and animals has had a devastating impact on many habitats.

Protecting our habitats is very important. The good news is that it is not too late to save many of our native plants and creatures. It is up to all Australians to protect our threatened species and keep our environments clean and healthy.

Species have adapted to habitats over thousands of years

Changes to a habitat can upset the natural balance of the habitat

Destroying an element in a habitat can cause a chain reaction

Climate influences habitat

We can do things to protect habitats and threatened species

Humans have sometimes introduced new elements into a habitat that have created threats to species

A habitat is like a home

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Lizard Lounge (1)

Like most reptiles, Larry Lizard enjoys lying in the sun. This warms his body, which in turn allows him to move about in search for food and shelter. In the picture on the next page, Larry is warming himself on a beach chair while enjoying a cool, refreshing-drink. But do lizards really do this?

In reality, lizards are found in a variety of bush habitats, and can often be seen basking in the sun among rocks and logs. Hollow logs also provide shelter for lizards and hide many insects – such as ants, beetles and spiders – that lizards like to feed on. Sadly, not enough people know that many plants and animals disappear when wood is collected for firewood.

Colour in the picture below and imagine what the landscape would look like without logs and trees. What would happen to Larry without any logs?

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Threats to habitats and species Make up a suitable heading for each paragraph, and write it in at the start of each paragraph.

HEADING:

There are many threats to our habitats. They come in many forms and can have a terrible impact on our soil, waterways, native vegetation and wildlife.

HEADING:

Many non-native plants and animals have been introduced into Australia over time. Some were introduced as pets such as cats and dogs. Others were introduced as a source of food such as buffalo, pigs and goats. The fox and rabbit were brought to Australia to be hunted for sport. Foxes, wild pigs and feral cats have had a tragic impact on native birds, smaller mammals and native plants. Rabbits, through their burrowing, have caused great levels of erosion. The European Carp, a prolific breeder, was introduced as an alternative fish source. They now dominate many of our river habitats and have reduced the habitat available for our native fish.

HEADING:

Weeds are a major problem for our habitats. Weeds compete for space with native plants. Some species are so vast in their number that they simply smother native plants and grasses. The disappearance of native plants reduces sources of food, shelter and nesting areas for native animals and birds.

HEADING:

Sometimes insects, fish or animals are introduced to control a species that has become a pest. In 1935 cane toads were introduced to eat a beetle that was destroying sugar cane plantations. Cane toads toads can now be found in the moist coastal regions of Queensland, northern New South Wales and parts of the Northern Territory. They are prolific breeders, and they eat other toads and the food of other creatures. Their glands give off a poison that kills some of their predators. Their eggs are also poisonous to creatures that try to eat them.

HEADING:

Sometimes insects and marine creatures are accidentally introduced as a result of the movement of people and goods all over the world by planes and ships. The Northern Pacific Seastar was first discovered in the Derwent River in Tasmania. It is thought that it came from the ballast water of ships coming from either China or Japan, its natural home. It is a prolific breeder and is able to re-grow its arms if attacked by a predator. It feeds on mussels, scallops and clams and presents a great threat to our shellfish habitats.

HEADING:

It is not always easy to find ways to solve the problems caused by the introduction of invasive species. Our scientists continue to work on ways to reduce the impact of invasive species. Through education, public awareness campaigns and cooperative efforts between governments, industry, the public and our farmers many of our threatened habitats can be saved.

How can I help save the animals I love?

Build a lizard lounge using logs, rocks and small plants (see next page for details).

Look for thin pieces of wood, instead of fat logs.

Leave hollow logs alone.

If you take wood, plant a tree to replace it.

HANDS ON FOR HABITAT Student Resource 2HANDS ON FOR HABITAT Student Resource 3

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Woodland Wildlife

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Lizard Lounge (2)

Build your own Lizard Lounge - Lizardsʼ homes are disappearing as we concrete and pave our surroundings. Why not help these little creatures by building lizard homes in your school grounds so that small skinks and even larger lizards have somewhere to live.

1 Before you build your Lizard Lounge, you will need to find out what it is like to be a lizard. Here are some clues to help:

• Small skinks eat tiny insects.

• Lizards like a wide selection of hiding places and are often found under logs and rocks.

• They enjoy finding safe sunny spots to lounge in.

In a group, find out more about what lizards need to be comfortable. Have a look in books, nature magazines, and the Internet – you could even write a story, cartoon or a song about lizard life.

2 The next step is to design and build a 3-D model of a ‘Lizard Lounge Display Home’. This will show exactly what can be created in your garden or school playground. Make sure you create features that a lizard would appreciate in your design. You can use materials such as modelling clay, papier mache, cardboard and natural materials such as grass and sticks. A baseboard may be useful.

3 Finally, build a real version of your design in the school grounds to create a lizard-friendly school garden. For creating the real lizard lounge, you will need:

• gardening tools

• bark

• logs

• rocks, or materials to make artificial rocks – cement, sand, stone and concrete colouring

• native Australian plants

• mulch (woodchips, leaves, compost).

You and your classmates might have to vote on the best design if there is room only for one design around the school!

Animal Type of Shelter

Red-tailed Black Cockatoo Rocks and logs

Spider Tree Hollows

Carpet Python Hollow Logs

Quoll Tree Bark

Echidna Tree Hollows

Eastern Long-eared Bat Rocks and Logs

Squirrel Glider Tree Bark

Gecko Hollow Logs

Red-tailed Black Cockatoo

Spider

Carpet Python

Echidna

Eastern Long-eared Bat

Squirrel Glider Quoll

Gecko

Part of the Australian bush, woodlands are home to a variety of native animals, many of which depend on hollow logs and trees for shelter, foraging and nesting. By removing firewood from woodlands, people deprive these animals of their homes and can threaten their survival. Look where the animals in the picture live and then match each animal to their shelter type. One match has already been done for you.


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A Threatened SpeciesThe endangered Hairy Quandong is a slender rainforest tree that grows up to 15 metres high.

The Hairy Quandong is under threat. The main cause of its decline is the invasion of the introduced plant, Lantana, from Brazil many years ago. Lantana is a prickly weed that forms dense thickets, and chokes off native species. Lantana, without native predators to control it, loved the Australian conditions and spread rapidly, with seeds mainly being spread by birds.

Scientists are trying to find if a natural predator that keeps Lantana under control in Brazil, a fungus, will be suitable for use in Australia. They must be very careful, as sometimes predators introduced for one purpose spread and cause new problems themselves – the cane toad is an excellent example of this danger.

Until a better natural method is found, weeding Lantana by hand and spraying with herbicide is the only way to control the species.

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Bushland (open forest) habitat and threatened species (3/4)

Look at the poster and:

1 List four different animals that live there.

2 List two different plants that live there.

3 List a main source of water for animals.

4 List two main sources of food that are in this habitat.

5 Write down three words to describe what it would be like to be standing there.

6 Read this information about a threatened species in this environment. Read it carefully, because you will need it when you go on your trip to save the threatened species.

A Threatened SpeciesThe nationally endangered Baw Baw frog is found only in an area of 80 square kilometres on the Baw Baw plateau, Victoria.

The Baw Baw frog needs a special habitat. It breeds in wet areas in subalpine heathland and forest. It lays its eggs in foam nests in natural cavities in or under dense vegetation, logs, soil or rock. In the non-breeding season, the frogs shelter beneath dense vegetation, roots, logs, rocks and leaf litter near their breeding sites. These sites provide protection from extreme weather conditions.

Baw Baw frogs breed once a year between early October and late December. Unlike most tadpoles, Baw Baw tadpoles do not feed, instead hatching with a yolk sac that feeds them until they turn into frogs. They do not swim either; instead they develop under vegetation and leaf litter where there is little free flowing water.

Once thought to number between 20 000 and 30 000 frogs, now less than 600 remain. The reasons for the decline of the Baw Baw frog are unknown, but could include climate change, pollution, habitat destruction or disease.

Rainforest habitat and threatened species (3/4)








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Woodland habitat and threatened species (3/4)








A Threatened SpeciesThe endangered Northern Hairy-nosed Wombat once lived in a large area of south-eastern Queensland. Today there is only about 110 left, and they are found in only one location.

The wombats feed on native grasses, and the clearance of natural areas and the introduction of an imported variety, Buffel grass, preferred by sheep and cattle have reduced these.

Deserts and plains habitat and threatened species (3/4)








A Threatened SpeciesOne desert habitat species that is threatened is the endangered Southern Marsupial Mole. It lives a secret, solitary life below the spiky spinifex and burning sands of central Australia. It is very rarely seen, and very little is known about it.

It may be up to 10 cm long, and between 40 and 70 grams in weight.

It is a wonderful burrower – it powers through the sandy soil, leaving little trace of its presence. It can do this because of its physical adaptations – It does not have eyes, has no external ears, its nose is a horny shield, its hands have become scoops equipped with spade-like claws that force the sand beneath the moleʼs body as it moves forward, backfilling as it goes with its hind feet.

It exists in the sandy desert areas of Western Australia, South Australia and Northern Territory.

We do not know why it is endangered. It may be because of predation by feral cats, foxes and dingoes; or by stock and vehicles compacting the soil so that the mole cannot burrow through it; or it may be changes to the food supply of ants, insect larvae and termites. Scientists are working with the Anangu people in Anangu-Pitjantjatjara lands in South Australia and Northern Territory and relying on their expert knowledge of the animals to help work out appropriate strategies. Ill

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Rivers and waterways habitat and threatened species (3/4)








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Wetlands and swamps (including mangroves) habitat and threatened species (3/4)








A Threatened SpeciesThe Water Mouse is small, with grey fur and a white belly. The only known populations of the Water Mouse are in coastal areas of the Northern Territory and Queensland.

The Water Mouse lives near shallow water close to the coast.

It forages in mangrove forests for small crabs, shellfish and worms. It is usually active at night (nocturnal) and as the tide goes out, it leaves its nest to forage among mangrove roots, hollow trunks and logs.

The Water Mouse builds large mud nests, up to 60 centimetres high and usually in areas where they can escape the highest of tides. They often use exposed tree roots to form the foundation for the mounds.

Water Mice depend on mangrove communities for survival.

The mangrove habitat of the Water Mouse is under threat from residential and recreational development. Foxes, feral pigs and cats are also reducing population numbers as they prey on the species.

A Threatened SpeciesThe endangered Spotted Handfish is an unusual fish – it ‘walks’ slowly on fins that look like hands under its body.

It is found only in Tasmania, and only on sandy sediments at the bottom of the Derwent estuary and adjoining bays.

Its population is in drastic decline. The causes of this decline are not known for certain, but there are two suspected major ones.

The first is the effect of land-practices in the area increasing soil runoff, which means that more silt gathers as sediment in the estuary. This degrades the sandy sediment that the fish need for feeding.

The other suspected cause is an invasion by the Northern Pacific Seastar. This non-native animal ‘hitch-hiked’ in water in ships coming to Australia from Japan, and quickly started to spread, due to the lack of natural predators. It has invaded areas inhabited by the Spotted Handfish, and its habit of disturbing the seabed and eating almost anything has harmed the native fish greatly. Ill

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Rainforest habitat and threatened species (5/6/7)

Australia has two million hectares of rainforests. Most are found along the east coast of Australia.

Trees in rainforests grow very closely together – the leaves form a thick canopy, which means that very little light gets through to the forest floor. Most rainforests occur in areas of high rainfall. The term ʻrainforestʼ covers cool temperate southern Beech forests in Tasmania and tropical vine forests in Cape York.

Rainforests have many different levels. The forest floor is dark, warm and full of plants, creatures and decaying litter from plants and trees. And there are smaller trees that live under the canopy or umbrella of the larger trees, and there are trees that have managed to grow above the canopy – emergent trees.

Tropical and subtropical rainforests have:

• many specialised growth forms such as vines, epiphytes (plants that grow on trees), mosses and ferns

• a diverse range of tree types growing very close together and

• a range of tree heights.

Cool temperate rainforest has fewer species than other types of rainforests. Sometimes they can even be dominated by a single species, such as Beech trees.

Mammals and frogs, including the Southern Cassowary, Daintree River Ringtail Possum, Lumholtz’s and Bennett’s tree kangaroos, Striped Possum, Spotted Cuscus, Double-eyed Fig Parrot and Fleay’s frog live in rainforests.

Lizards, pythons, geckos, skinks and frogs also live in rainforests. And in the warm damp earth fungi, bacteria, algae, worms and insects live breaking down the litter into nutrients that help to feed the trees and plants.

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Bushland (open forest) habitat and threatened species (5/6/7)

Open forests are sometimes called bushland, but bushland means other things as well – it is also used to describe woodlands and grasslands.

Open forest occurs when the tree foliage (called the canopy) shades between 30 and 70 per cent of the ground. Five per cent of Australia is open forests. Every Australian state and territory has open forest and it can be found in mountainous areas, along river systems, on the plains and near coastal regions.

One of the most common trees in our open forests is the Eucalypt. There are over 800 different species of Eucalypts in Australia.

Open forests provide a place of shelter and protection for many different types of creatures. Some live there all the time while some creatures move between the bushland and other habitats.

Kangaroos and wallabies rest in the bushland during the day. Lyrebirds fossick on the forest floor. Wombats burrow into the earth and find food on the bushland floor. Koalas, possums, kookaburras, cockatoos and galahs live in the trees.

The bushland floor is covered with litter from the trees – fallen leaves, branches and trees. Smaller plants can also be found on the bushland floor. The trees and bushland litter are home to animals, birds and thousands of different types of insects. Reptiles such as snakes and lizards can be found amongst the decomposing forest floor litter, under rocks and in the hollows of logs.

Other animals that live in open forests are the Leadbeaterʼs possum, Yellow-Bellied glider, Long-footed potoroo, Swift parrot, Three-toed Snake-toothed skink, Pygmy copperhead, Peppered tree frog and Stuttering frog.

The threats to our plants and animals that make up open forests include diseases such as the deadly Chytrid fungus that affects frogs and introduced plants and animals that compete with native species for resources. Fire and habitat loss are also continual threats to the open forests of Australia.

A Threatened SpeciesThe nationally endangered Baw Baw frog is found only in an area of 80 square kilometres on the Baw Baw plateau, Victoria.

The Baw Baw frog needs a special habitat. It breeds in wet areas in subalpine heathland and forest. It lays its eggs in foam nests in natural cavities in or under dense vegetation, logs, soil or rock. In the non-breeding season, the frogs shelter beneath dense vegetation, roots, logs, rocks and leaf litter near their breeding sites. These sites provide protection from extreme weather conditions.

Baw Baw frogs breed once a year between early October and late December. Unlike most tadpoles, Baw Baw tadpoles do not feed, instead hatching with a yolk sac that feeds them until they turn into frogs. They do not swim either; instead they develop under vegetation and leaf litter where there is little free flowing water.

Once thought to number between 20 000 and 30 000 frogs, now less than 600 remain. The reasons for the decline of the Baw Baw frog are unknown, but could include climate change, pollution, habitat destruction or disease. Illus

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A Threatened SpeciesThe endangered Hairy Quandong is a slender rainforest tree that grows up to 15 metres high.

The Hairy Quandong is under threat. The main cause of its decline is the invasion of the introduced plant, Lantana, from Brazil many years ago. Lantana is a prickly weed that forms dense thickets, and chokes off native species. Lantana, without native predators to control it, loved the Australian conditions and spread rapidly, with seeds mainly being spread by birds.

Scientists are trying to find if a natural predator that keeps Lantana under control in Brazil, a fungus, will be suitable for use in Australia. They must be very careful, as sometimes predators introduced for one purpose spread and cause new problems themselves – the cane toad is an excellent example of this danger.

Until a better natural method is found, weeding Lantana by hand and spraying with herbicide is the only way to control the species.

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Deserts and plains habitat and threatened species (5/6/7)

Australia is the driest continent in the world. Around 70 per cent of Australia is made up of deserts and vast plains. Much of Australia is arid (very dry) or semi-arid.

Deserts can be very hot during the day. At night, because there is not usually much cloud cover and there is very little vegetation, it becomes very cold.

Deserts are generally areas that receive very little rainfall. Despite this, some plants are able to grow in the desert as they have adapted to the conditions over thousands of years. Examples of these plants include Mulga trees, Ghost gums, Salt Bush and spinifex that all manage to cope with the extreme heat and low rainfall. Some animals that live in deserts include the Greater Bilby and the Great Desert Skink.

The desert and plains are quiet during the day and many creatures there feed at night. It is cooler and the night provides some cover against predators.

Some creatures live beneath the surface whilst others live in the caverns of the rock terraces or under boulders in the hills. Others stay close to the waterholes and some roam a great distance to find food and water. Spinifex provides a place for creatures to rest and keep cool during the heat of the day.

The deserts and plains are home to kangaroos, rock wallabies, emus, snakes, spiders, smaller mammals, dingos and hundreds of different birds and insects that make for a rich habitat.

Although the creatures and plants of the deserts and plains have learnt to adapt to the dry areas of our continent, their habitat can be easily harmed. Introduced species such as buffalo, dogs, pigs, goats, camels and rabbits have caused great destruction to certain species of plants and to the smaller creatures that live in this habitat.

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Woodland habitat and threatened species (5/6/7)

Woodlands have fewer trees than open forests or rainforests. The trees are widely spaced, shorter and have less foliage. Many woodlands have eucalypts or wattle as the dominant trees, but mulga and paperbark woodlands are also common. The understorey can include cypress pine, wattles, grass trees, banksia, saltbush, spinifex, tussock and other grasses.

Woodlands generally occur in regions between the high rainfall coastal forest areas and the arid interior.

Open woodlands have very few scattered trees, often making the groundcover the most obvious feature of the landscape. Some woodlands are the result of the thinning or clearing of forests to promote grass growth for grazing.

There are many different types of woodlands – for example, the endangered Grassy White Box Woodlands in New South Wales are generally made

up of White Box, Blakeley’s Red and yellow Box gum trees with an understorey of different grass species. The woodlands provide habitat for threatened species such as the Swift Parrot.

A wide variety of creatures live in or on the edges of woodlands, including the Northern Hairy-nosed Wombat, the Mallee Fowl, and the Numbat.

Introduced species dwell in woodlands and present a threat to native plants and creatures. Rabbits and foxes have caused great destruction to the woodlands habitats. Feral dogs, cats, goats and pigs also present a serious problem. Many of our woodlands have disappeared due to land clearing for farming or urban expansion.

The removal of the woodlands has increased soil erosion and in some cases this has helped to bring salt to the surface. Salt kills most plant life and the makes the land unusable.

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A Threatened SpeciesThe endangered Northern Hairy-nosed Wombat once lived in a large area of south-eastern Queensland. Today there is only about 110 left, and they are found in only one location.

The wombats feed on native grasses, and the clearance of natural areas and the introduction of an imported variety, Buffel grass, preferred by sheep and cattle have reduced these.

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A Threatened SpeciesOne desert habitat species that is threatened is the endangered Southern Marsupial Mole. It lives a secret, solitary life below the spiky spinifex and burning sands of central Australia. It is very rarely seen, and very little is known about it.

It may be up to 10 cm long, and between 40 and 70 grams in weight.

It is a wonderful burrower – it powers through the sandy soil, leaving little trace of its presence. It can do this because of its physical adaptations – It does not have eyes, has no external ears, its nose is a horny shield, its hands have become scoops equipped with spade-like claws that force the sand beneath the mole’s body as it moves forward, backfilling as it goes with its hind feet.

It exists in the sandy desert areas of Western Australia, South Australia and Northern Territory.

We do not know why it is endangered. It may be because of predation by feral cats, foxes and dingoes; or by stock and vehicles compacting the soil so that the mole cannot burrow through it; or it may be changes to the food supply of ants, insect larvae and termites. Scientists are working with the Anangu people in Anangu-Pitjantjatjara lands in South Australia and Northern Territory and relying on their expert knowledge of the animals to help work out appropriate strategies. Ill

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Rivers and waterways habitat and threatened species (5/6/7)

Australia has rivers, lakes and coastal estuaries that vary in size.

Many of Australiaʼs lakes are salt. Lake Eyre in South Australia is the biggest salt lake in Australia, and covers 8430 square kilometres. The basin, which includes all the ground water under the lake as well as all the rivers and streams flowing into it, is the same size as the whole of South Australia. There are a few fresh water lakes that are filled by water that comes from melting snow such as Lake St Clair in Tasmania. The largest river system is the Murray – Darling river system.

Rivers carry vital water across Australia to many different habitats. Some drain into the sea, others into salt lakes, fresh water lakes, dams, or into other rivers. Not all of our rivers, streams or creeks run all year round.

The banks of our rivers and creeks are home to a lot of different plant life. Plants play an important role in binding the soil together to stop the erosion of the riverbanks.

Plants such as eucalypts, ferns, grasses and mosses also provide a place for creatures to shelter, feed and breed.

Our rivers and waterways are also home to a very large number of birds, animals, insects, reptiles, frogs and fish.

The complex food web that exists in our rivers and waterways can easily be harmed by the actions of humans.

There are many threats to our rivers and waterways. Pollution from industries, households and farming communities has had a harmful impact on some of our rivers and waterways. The creation of dams and the redirection of water from the rivers for irrigation has also altered river and waterway habitats.

Introduced species such as the Mosquito fish have also hurt the native creatures and plants that live in, or rely on access to these habitats in order to survive.

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Wetlands and swamps (including mangroves) habitat and threatened species (5/6/7)

There are many different types of wetlands. Wetlands include swamps, marshes, billabongs, lakes, salt marshes, mudflats, mangroves, coral reefs, fens, fresh water bodies and peatlands. Water within these areas can be static or flowing, fresh, brackish (a mixture of salt and freshwater) or saline.

Some are permanently wet and others are wet for part of the year.

Wetlands play a very important role in protecting soils and controlling floods. After heavy rains water collects in the wetlands and reduces the impact of flooding in other habitats.

Each type of wetland has a wide range of creatures and plants living within the habitat.

Mangrove swamps are an important type of wetland and 22 per cent of Australiaʼs coast is lined with mangroves. The root systems of mangroves bury deep into the mud and provide a home for many types of living things including crabs, lobsters, mudskippers and eels.

A vast array of creatures (crocodiles, snakes, and larger fish) arrives on the high tide to feed on the permanent creatures that live there. Over 200 species of birds can be found in the mangroves and, in some places, flying foxes camp there during the day.

Wetlands found further inland provide a home for many types of creatures including mammals, reptiles, waterbirds, insects, frogs, fish and invertebrates (creatures with no backbones). Some come to hunt there, others to drink, while some find a place to live and breed in the reeds that can be found on the banks.

Some birds have developed bills that enable them to skim the surface of the water for fish (spoonbills) whilst others have long bills to stab deep into the mud in search of food. Others have long necks that enable them to feed under water.

Our wetlands are complex eco-systems. Pollution, building dams and taking water for irrigation can be harmful. If something in the food chain is affected, other creatures will be placed in danger. Human actions over the past 200 years have caused the disappearance of many wetlands.

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A Threatened SpeciesThe Water Mouse is small, with grey fur and a white belly. The only known populations of the Water Mouse are in coastal areas of the Northern Territory and Queensland.

The Water Mouse lives near shallow water close to the coast.

It forages in mangrove forests for small crabs, shellfish and worms. It is usually active at night (nocturnal) and as the tide goes out, it leaves its nest to forage among mangrove roots, hollow trunks and logs.

The Water Mouse builds large mud nests, up to 60 centimetres high and usually in areas where they can escape the highest of tides. They often use exposed tree roots to form the foundation for the mounds.

Water Mice depend on mangrove communities for survival.

The mangrove habitat of the Water Mouse is under threat from residential and recreational development. Foxes, feral pigs and cats are also reducing population numbers as they prey on the species.

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A Threatened SpeciesThe endangered Spotted Handfish is an unusual fish – it ʻwalksʼ slowly on fins that look like hands under its body.

It is found only in Tasmania, and only on sandy sediments at the bottom of the Derwent estuary and adjoining bays.

Its population is in drastic decline. The causes of this decline are not known for certain, but there are two suspected major ones.

The first is the effect of land-practices in the area increasing soil runoff, which means that more silt gathers as sediment in the estuary. This degrades the sandy sediment that the fish need for feeding.

The other suspected cause is an invasion by the Northern Pacific Seastar. This non-native animalʻhitch-hikedʼ in water in ships coming to Australia from Japan, and quickly started to spread, due to the lack of natural predators. It has invaded areas inhabited by the Spotted Handfish, and its habit of disturbing the seabed and eating almost anything has harmed the native fish greatly.

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INSTRUCTIONS TO RIVERS AND WATERWAYS HABITAT RANGERS: Read the Resource Sheet on Rivers and Waterways, and on the threatened species of that habitat, and answer these questions. You will all need a copy of these answers when it is time to go on your special journey around Australia to help the threatened species.

1 Briefly describe what you would see if you were standing in this habitat.

2 Locate two examples of this habitat on the habitat wall map of Australia, write down which states or territory you found them in and mark down their numbers.

3 What could be a main food source for the Spotted Handfish which is found in this habitat? (Hint: it feeds on the sandy sea floor.)

4 What does it need in its habitat to protect itself from predators and threats?

5 What are the main threats facing it today?

6 What might be the best ways of overcoming those threats?

INSTRUCTIONS TO RAINFOREST HABITAT RANGERS: Read the Resource Sheet on Rainforest, and on the threatened species of that habitat, and answer these questions. You will all need a copy of these answers when it is time to go on your special journey around Australia to help the threatened species.



3 What is the main source of nourishment for the Hairy Quandong which is found in this habitat?




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INSTRUCTIONS TO WETLANDS AND SWAMPS (INCLUDING MANGROVES) HABITAT RANGERS: Read the Resource Sheet on Wetlands and Swamps, and on the threatened species of that habitat, and answer these questions. You will all need a copy of these answers when it is time to go on your special journey around Australia to help the threatened species.



3 What is the main source of food for the Water Mouse which is found in this habitat?




INSTRUCTIONS TO WOODLAND HABITAT RANGERS: Read the Resource Sheet on Woodland, and on the threatened species of that habitat, and answer these questions. You will all need a copy of these answers when it is time to go on your special journey around Australia to help the threatened species.



3 What is the main source of food for the Northern Hairy-nosed Wombat which is found in this habitat?




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Habitat and threatened speciesRanger’s instructions



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INSTRUCTIONS TO BUSHLAND (OPEN FOREST) HABITAT RANGERS: Read the Resource Sheet on Bushland, and on the threatened species of that habitat, and answer these questions. You will all need a copy of these answers when it is time to go on your special journey around Australia to help the threatened species.



3 What is the main source of food for the Baw Baw frog which is found in this habitat?




INSTRUCTIONS TO DESERT HABITAT RANGERS: Read the Resource Sheet on Desert, and on the threatened species of that habitat, and answer these questions. You will all need a copy of these answers when it is time to go on your special journey around Australia to help the threatened species.



3 What is the main source of food for the Southern Marsupial Mole which is found in this habitat?




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The first part of your trip is to a desert habitat in the Northern Territory, Western Australia and South Australia. A report has come in from the Southern Marsupial Mole that there are problems – though nobody is sure what is happening with this rarely seen creature. Find out from your Desert Habitat Ranger what the cause of the problem is, and decide which of these three choices you think will be the best solution.What do you do?

A Ban all cattle and vehicles from the area.

B Set up fences to protect the animal from predators.

C Draw on the knowledge of the local Indigenous people to gather information about the animal and use that to develop solutions.

You travel to Queensland to a woodland habitat. There you find out that the Northern Hairy-nosed Wombat is now found in only one place – in a small part of Queensland. You are asked to come up with the best idea to help them.Find out from your Woodland Habitat Ranger what the cause of the problem is, and decide which of these three choices you think will be the best solution.What do you do?

A Leave human food out for the wombats to eat.

B Do not let cattle into the area.C Plant more native grasses in

areas that are suitable for the Wombat to live in.

You now move to New South Wales, to a rainforest environment. Here you are looking for the few remaining Hairy Quandong trees. Find out from your Rainforest Habitat Ranger what the cause of the problem is, and decide which of these three choices you think will be the best solution.What do you do?

A Fence off the Hairy Quandong trees with animal-proof fencing, to protect them from damage by animals.

B Destroy all the Lantana in the area.C Gather seeds and start growing

Hairy Quandong trees in a nursery, to plant in unspoiled suitable habitat in other places.

Next you go to Victoria, to a very specific place in the bushland (open forest) habitat where the Baw Baw frog lives. The numbers of these frogs has been declining greatly. Find out from your Wetland Habitat Ranger what the cause of the problem is, and decide which of these three choices you think will be the best solution.What do you do?

A Carry out research to find out what the main cause of the decline is.

B Remove cattle from the area, as they must be the main cause.

C Fence off the area to keep everything out.

You now travel to Tasmania to a rivers and waterways habitat.The Spotted Handfish is an unusual and rare creature. It is worrying because its numbers seem to be declining, and it may soon disappear completely. Find out from your Rivers and Waterways Habitat Ranger what the cause of the problem is, and decide which of these three choices you think will be the best solution.What do you do?

A Stop people from bringing in any more Northern Pacific Seastar.

B Remove all the Northern Pacific Seastars in the region.

C Take all the Spotted Handfish to new areas that do not contain the Northern Pacific Seastar.

You now move to Northern Territory to a wetland, swamp and mangrove habitat to try to help the Water Mouse. Find out from your Wetlands, Swamps and mangroves Habitat Ranger what the cause of the problem is, and decide which of these three choices you think will be the best solution.What do you do?

A Set traps to control feral animals.B Stop as much clearing of the

mangroves as possible.C Fence off the areas where you

think the Water Mouse lives.

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Can you save the threatened species? Decision maker (3/4)



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Codebreaker manualCodes are a way of sending a message that other people cannot read.

A simple code might be substituting a number for a letter, or changing the letters in a consistent way – a pattern.

For example, you might use a code where the letters of the alphabet are given even numbers – A = 2, B = 4, C = 6, and so on.

Or you might keep letters, but reverse them – so A becomes Z, B becomes Y, and so on. You can work it out by setting up a table like this one.

The most common letters in order in the English language are:

E T A O I N S R H L D C U M F P G W Y B V K X J Q ZThe animals have used two different codes for their secret message. Now it is time to work out the codes.

The first paragraph message is coded using a numbering system. Each number corresponds to a letter in the alphabet. Look at the coded message and count up the number of times each number is used. This should give you a good guide to what are the most common letters. For example, if in the code the most common number is 5, there is a good chance that this is E, T or A.

The second paragraph of the secret message is in a different code. It uses letters, not numbers. In this case the letters have been mixed up so that they actually represent a different letter. Look at the code and count up the number of times each letter is used. This should give you a good guide to what are the most common letters. For example, if in the code the most common letter is G, there is a good chance that this is E, T or A. Once you start to match the code letters with the real ones, you should be able to see a pattern behind the changes. This will allow you to work out all the other letters.

Here is the message that the animals want you to decode and spread around Australia. It involves two different codes – so you will need to break them both. Good luck!

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The first part of your trip is to a desert habitat in the Northern Territory and South Australia. A report has come in from the Southern Marsupial Mole that there are problems – though nobody is sure what is happening with this very rarely seen creature.Find out from your Desert Habitat Ranger what the cause of the problem is, and decide which of these three choices you think will be the best solution.What do you do?

A Ban all cattle and vehicles from the area.B Set up fences to protect the animal from

predators.C Draw on the knowledge of the local Indigenous

people to gather information about the animal and use that to develop solutions.

D Catch as many as you can and relocate them to another area.

You travel to Queensland to a woodland habitat. There you find out that the Northern Hairy-nosed Wombat is now found in only one place – in a small part of Queensland. You are asked to come up with the best idea to help them.Find out from your Woodland Habitat Ranger what the cause of the problem is, and decide which of these four choices you think will be the best solution.What do you do?

A Keep Buffel grass, planted in preference to native grasses to feed cattle, away from the Northern Hairy-nosed Wombatsʼ habitat.

B Get rid of all feral animals in the area.C Start exploring to find a new habitat to

move the Wombats to.D Plant more native grasses in areas that are

suitable for the Wombat to live in.

You now move to New South Wales, to a rainforest environment. Here you are looking for the few remaining Hairy Quandong trees. Find out from your Rainforest Habitat Ranger what the cause of the problem is, and decide which of these four choices you think will be the best solution.What do you do?

A Fence off the Hairy Quandong trees with animal-proof fencing, to protect them from damage by animals.

B Destroy all the Lantana in the area.C Gather seeds and start growing Hairy

Quandong trees in a nursery, to plant in unspoiled suitable habitat in other places.

D Find a natural control method for the Lantana and introduce it into the area.

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Next you go to Victoria, to a very specific place in the bushland habitat where the Baw Baw frog lives. The numbers of these frogs has been declining greatly. Find out from your Wetland Habitat Ranger what the cause of the problem is, and decide which of these three choices you think will be the best solution.What do you do?

A Carry out research to find out what the main cause of the decline is.

B Remove cattle from the area, as they must be the main cause.

C Fence off the area to keep everything out.D Catch as many of the frogs as you can and

relocate them to a better environment.

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You now move to the Northern Territory, Western Australia to a wetland and swamp habitat to try to help the Water Mouse. Find out from your Wetlands and Swamps Habitat Ranger what the cause of the problem is, and decide which of these three choices you think will be the best solution.What do you do?

A Set traps for feral animals.B Stop as much clearing of the mangroves

as possible.C Fence off the areas where you think the

Water Mouse lives.D Create artificial nests for them.

You now travel to Tasmania to a rivers and waterways habitat.The Spotted Handfish is an unusual and rare creature. It is worrying because its numbers seem to be declining, and it may soon disappear completely. Find out from your Rivers and Waterways Habitat Ranger what the cause of the problem is, and decide which of these four choices you think will be the best solution.What do you do?

A Stop people from accidentally bringing the Northern Pacific Seastar into Australiaʼs waters.

B Remove all the Northern Pacific Seastars in the region.

C Remove the Spotted Handfish to new areas that do not contain the Northern Pacific Seastar.

D Bring in a new predator to attack the Northern Pacific Seastar.

Can you save the threatened species? Decision maker (5/6/7)

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Cadbury, the ellipse device and the colour purple are Cadbury Group Trade Marks used in Australia by

Cadbury Schweppes Pty Ltd

ROAR

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hands on habitat - department of the environment · – invasive species ... australian threatened...

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