Koala Conservation Education Program

Year 4 teacher guide

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3Koala Education Program

Curriculum links Year 4 Science

Strand:

Science understanding

Description/activity:

Biological sciences – Phase 2, 3, Incursion and Post-incursion

ACSSU072

ACSSU073

Cross-curricular links/opportunities:

Various opportunities for English, Technology, Mathematics and the Arts throughout

Strand:

Science as a human endeavour

Description/activity:

Nature and development of Science – Phase 3, Incursion and Post-incursion

ACSHE061

Use and influence of science – Phase 2, 3, Incursion and Post-incursion

ACSHE062

Strand:

Science inquiry skills

Description/related activity:

Questioning and predicting – Phase 1, 2, 3 and Incursion

ACSIS064

Planning and conducting – Phase 3 and Incursion

ACSIS065

ACSIS066

Processing and analysing data and information – Incursion and Post-incursion

ACSIS068

ACSIS216

Evaluating – Post-incursion

ACSIS069

Communicating – Phase 1, 2, 3, Incursion and Post-incursion

ACSIS071

Cross-curricular links/opportunities:

Mathematics ACMSPO96 (post-incursion analysing data)

Koala Conservation Education Program

Year 4 teacher guide

Purpose and overviewThe purpose of this guide is to give teachers an overview of the Koala Conservation Education Program and to highlight the relevant Australian Curriculum links so that teachers can identify where it is placed within the curriculum.

The Koala Conservation Education Program aims to provide opportunity for local school students to develop their knowledge and understanding of koalas and their habitat as well as the current threats and conservation measures affecting the species.

Key concepts• Koalas are a significant part of Australia’s fauna and are listed as

a vulnerable species by Queensland State Government and by Federal Government in NSW, ACT and QLD.

• Key koala population areas on the Gold Coast include Elanora and Currumbin Waters, East Coomera, Burleigh Ridge and throughout the hinterland.

• The koala population in South East Queensland is declining.

• Certain processes in our urban environment pose a threat to the long-term survival of koalas.

• There are particular conservation measures in place and each member of the community can contribute towards implementing these measures.

Curriculum linksThe activities included within this pack are designed to provide an opportunity for students to engage with issues relating to koala conservation in a manner which aligns with the Australian Curriculum Year 4 achievement standard for Science.

The included Curriculum Links table provides a more thorough breakdown of these links.

Activities and resourcesThe kit is comprised of the Teachers Guide, pre-incursion lessons, incursion lesson and activity sheet and post-incursion activities.

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HistorySince European settlement more than fifty percent of Eucalyptus dominated forests, koala’s primary habitat, has been cleared for agricultural use and timber supply. Koalas were hunted for their fur in the late nineteenth and early twentieth century which resulted in the death of millions of the species along the east coast of Australia. The combination of habitat destruction, hunting and disease resulted in the significant decline of the koala population. In response to this decline the Commonwealth Government passed legislation in the early 1900s which put a halt on trade permits for the national export of koala fur.

Biology/Ecology of koalas

Phylum Chordata

Class Mammalia

Family Phascolarctidae

Genus Phascolarctos

Species cinereus

The koala (Phascolarctos cinereus) is one of Australia’s largest arboreal (tree-dwelling) marsupials. They have muscular bodies, very strong forelimbs and soft, textured gripping pads on their paws to help them climb and grip. Koalas are mainly restricted to the eucalypt forests and woodlands of eastern and southern Australia. They are obligate folivores, meaning they survive only on a diet of leaves. They are nocturnal, with most of their activity occurring between dusk and dawn. Koalas can spend 18-20 hours a day resting due to the low energy content of Eucalyptus leaves. In South East Queensland adult koalas can grow to 70cm in length from head to rump. The average female weighs from 5 to 7kg, with males generally having a larger size at around 10kg. The front paws have two fingers (or thumbs) that oppose the other three, each with long, sharp claws. The hind paws have an opposable big toe, which lacks a claw, unlike the other four digits. The second and third toes are fused together to form syndactylus grooming claws. Koalas usually only have one joey per breeding season, with a gestation period of 30-35 days. At birth, koala joeys are blind and furless and about the size of a jelly bean (2 or 3cm). The young spend the first six or seven months in the safety of the mother’s pouch and then ride on her back and continue to suckle milk until around 12 months of age. Koalas generally live for 10-14 years in the wild.

Koala conservation

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Species protectionKoalas are protected under federal, state and local legislation and policy.

Federally, koala populations in NSW, ACT, and QLD have been listed as vulnerable since May 2012 under the Environmental Protection and Biodiversity Conservation Act 1999. Another key piece of federal policy relating to koalas is the National Koala Conservation Plan and Management Strategy 2009-2014.

In Queensland koalas are listed in the vulnerable category under State environmental legislation (Nature Conservation Act 1992). State policy includes the Nature Conservation (Koala) Conservation Plan 2006 and Management Program 2006-2016, Queensland State Planning Policy July 2014, Environmental Offsets Act 2014 and, Regional Vegetation Management Code and Essential Koala Habitat Mapping.

Locally the City employs the Nature Conservation Strategy 2009-2019, Environmental Significance Overlay Code and Local Law 6 Vegetation Management. The City has developed Koala Conservation Plans for Elanora-Currumbin Waters, East Coomera and Burleigh Ridge.

Locality, abundance and distributionKoalas are widely distributed across eastern Australia, from far north east Queensland to the Eyre Peninsula in South Australia, extending inland to the Brigalow Belt and Mulga Lands of central Queensland through to the tablelands and western slopes and plains of New South Wales. South East Queensland supports some of the highest numbers of koalas within their range on the mainland, making the area one of national importance for koala conservation. Koalas inhabit a range of arid, temperate, sub-temperate and tropical vegetation areas, and woodlands with a dominance of Eucalyptus species.

Preferred koala food trees on the Gold Coast include: grey gum E. propinqua, tallowwood E. microcorys, forest red gum E. tereticornis and swamp mahogany E. robusta.

Koalas will often use other types of trees for supplementary food sources, thermoregulation, dispersal or shelter. These trees are equally important to the quality of habitat and include brush box Lophostemon confertus, forest oak Allocasuarina torulosa and pink bloodwood Corymbia intermedia.

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Population declineKoala populations in Queensland have been declining for many decades. The population in South East Queensland is under pressure due to habitat loss and other threatening processes.

Threatening processesThe main threats facing koalas within the Gold Coast area include habitat loss and fragmentation, bushfire, road trauma, domestic dogs, disease, and introduced species.

Habitat loss:

Vegetation/habitat loss and fragmentation is recognised as a major factor in koala population decline nationally. This can result from direct land clearing, removal of significant habitat trees and habitat disturbance from fire and introduced species. Habitat quality is important to local koala populations. This quality is determined by the type, size and health of preferred food trees, soil nutrients, level of habitat disturbance as well as total habitat area shape and size.

Bushfire:

In the event of a fire koalas are under significant threat due to their tendency to seek protection at the top of a tree rather than flee the fire. Further, Eucalyptus trees present a medium to high fire danger.

Fires also present a danger because it can reduce the availability of food resources.

Road trauma:

Koala vehicle mortalities and injuries caused by vehicle strike is one of the most common reasons for koala rescues on the Gold Coast. Wildlife hospital records show that almost 300 koalas are killed on roads in South East Queensland annually - the actual unreported rate is expected to be far greater. The fatality rate from vehicle strike is 85%. Factors that influence the chance of road trauma for koalas include traffic speed, features of the roadside environment (e.g. the amount of clearance between the roads edge and adjacent trees, width of gravel shoulders, presence of roadside drains, height of roadside vegetation, amount of roadside lighting, etc), frequency of corners and level of habitat disturbance in adjacent areas.

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Domestic dogs:

Injury and trauma caused by domestic dogs is the third most common reason for koala rescues behind chlamydia and vehicle strike. Koalas utilise vegetation resources on private property, placing them in harm’s way when an unconfined dog is on the property. The majority of dog attacks occur within the dog’s own backyard. Lack of vegetation in a yard and fencing which is difficult to climb from the inside increases the risk of koala entrapment.

Disease:

Chlamydia is recognised as the leading factor in koala mortality and has a high incidence among the Gold Coast population. This common bacterial infection can cause a variety of clinical symptoms including conjunctivitis that can lead to blindness, urogenital infections, reproductive disease leading to infertility and respiratory infections that can lead to pneumonia in some cases.

Introduced species:

Habitat clearing and fragmentation requires koalas to spend more time on the ground, placing them at increased risk from predation. Introduced species that present such risk include wild dogs, foxes and cats.

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City conservation measuresThe City has several measures in place as part of their Koala Conservation Plans, including:

Vehicle strike mitigation measures:

• koala awareness road signage and road treatments

• community education on koala crossing and vehicle strike ‘hot spot’ locations

• investigation of koala friendly road design.

Habitat restoration and conservation:

• monitoring koala habitat vegetation health

• koala habitat restoration and management

• community koala food tree planting days

• promoting Conservation Partnership Programs for private properties that contain koala habitat

• monitoring of habitat loss and fragmentation.

Koala welfare:

• koala population surveys to monitor abundance, distribution and health of the population

• full health assessments for those koalas admitted to Currumbin Wildlife Hospital from the study areas.

Population research/monitoring:

• research relating to koala population, abundance, distribution, and main threats to long term survival

• mapping of population viability in the local area.

Responsible pet ownership:

• community education and awareness of responsible dog ownership

• education signage installed in dog parks and City reserves

• enforcement of animal management legislation for roaming dogs.

Bushfire:

• bushfire management and hazard reduction plans include a special set of measurements that are put in place in mapped koala areas.

Pest animal management:

• formation of a Wild Dog Management Plan for City managed reserve areas

• monitoring of wild dog and fox presence and abundance in local reserve areas

• management by baiting programs, trapping and ranger patrols.

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Participation in koala conservationWe can work to keep koalas safe in our everyday lives by:

Driving safely in koala areas, particularly between dusk and dawn

Drivers should slow down and be alert to the presence of koalas in the area. Call the local wildlife care and rescue group if you see an injured koala on or beside the road.

Being a responsible dog owner

Even if your dog is very friendly, they may try to protect their territory when a strange animal enters their yard. You can ensure the koala’s safe passage through your yard by keeping your dog confined at night, either inside the house, on a veranda or patio, in a garage or carport, on a long lead or in a specially built run. If these options aren’t possible, restricting koala access to your yard may be the safest option.

Creating a koala friendly back yard

Install koala friendly fencing or alter existing fencing to allow koalas a safe route out of your yard or exclude their entry, plant and maintain koala food and shelter trees, add a thick rope to your pool so koalas can climb out if they fall in, and keep dogs confined at night time.

Examples of koala friendly fencing:

Reporting koala sightings, noting whether the koala is healthy, sick or injured.

Reporting koala sightings is important to help researchers collect data on their distribution and movements. Reporting koalas that are sick or injured can assist with early intervention and treatment.

Joining the City’s Koala Friends Program

This program provides interested community members with all the information they need to help conserve koalas in their backyard, as well as providing opportunity to join in community conservation events.

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Koala safety and movement solution

Design specification Additional supporting information

2. Choose materials such as timber posts or chain wire that a koala can easily grip and climb (Figure 4).

Figure 4. Koala-friendly fencing

Incorporate koala-friendly additions to fencingOption CBuild the fence to incorporate existing vegetation or trees (Figure 5).

Figure 5. Koala-friendly fencing

Incorporate structures or designs in association with fencing material that provide a means for koalas to climb over fences, retaining walls or other structures.

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Koala safety and movement solution

Design specification Additional supporting information

Figure 8. Koala-friendly fencing additions

Additional requirements for options C to GIf installing koala-friendly fencing additions as described under options (c) to (g) they should be used at the following frequencies:1. At least once within a backyard to allow animals to exit a property.2. At least once every 50 m where the length of the impassable barrier or fencing is greater than 200 m.

Koala exclusion fencingOption HInstall fencing material that is unclimbable such as brick (Figure 9), metal sheeting (Figure 10), perspex or timber fencing without gaps between palings.

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Koala safety and movement solution

Design specification Additional supporting information

Option BAllow koalas to easily climb over a fence:1. Use rails or slats that have spaces of at least 10 mm between vertical slats and 20 mm between horizontal

rails that koalas can climb (Figure 2 and Figure 3).

Figure 2. Koala-friendly fencing

Figure 3. Koala-friendly fencing

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Koala safety and movement solution

Design specification Additional supporting information

Figure 7. Koala-friendly fencing additions

Option FInstall ladders of the following dimensions and design:1. Ladder rungs are timber and at least 300 mm in width, 50–100 mm in height and a minimum of 20 mm in

depth to provide grip for koalas 2. Rungs are spaced horizontally with a 150–300 mm gap between rungs for ease of climbing.3. Attachment material is webbed or latticed to provide additional footholds for koalas.

Option GInstall a simple koala bridge (particularly suited to security fences) using timber logs of at least 125 mm in diameter of the following design (Figure 8):1. Timber logs are positioned adjacent to and within 1 m of each other on either side of the fence and extend

for at least 1m above the fence.2. A cross piece of similar diameter to the logs connects the two vertical timber posts that are within 1–4 m of

each other on either side of the fence.

Ladder rungs need to be solid and firmly attached to the structure.

State of Queensland (Department of Environment and Heritage Protection) 2012. Koala-sensitive Design Guideline: A guide to koala-sensitive design measures for planning and development activities.

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Koala survey and habitat identification methodsSurvey methodsScientists can use a variety of techniques for sampling areas for the presence of koalas. Some of these methods include transect surveys, random sampling and the Spot Assessment Technique (SAT) (Phillips and Callaghan, 2011). The SAT method is an indirect method which involves surveying for koalas by identifying the absence or presence of scats (koala poo). Direct methods include those that involve actual sightings of the species, such as during stript transects. For the purpose of the work within this pack students will be involved in a simple direct method of recording any sightings of koalas as well as the indirect SAT method. To look for koalas during the incursion students can walk slowly through the habitat within the school grounds, scanning the trees and looking for koala markings on the trunks. Teachers may choose to employ the SAT method in its true form by following the guidelines for this technique or may simply have students look for, identify and record koala scats within 1m of the base of food trees within the habitat.

The SAT methodology can be found in the Reference section of this teacher guide.

Food tree identificationTeachers can utilise preferred habitat and food tree identification fact sheets included in the Incursion Resource section and Additional information section to identify koala habitat within the school grounds.

Students can collect flowers, bark and leaves as they investigate and identify food trees.

Food tree healthHabitat loss contributes to the loss of the species; therefore, preserving koala food trees is an important aspect of koala conservation. The health of food trees can be monitored and assessed by:

• estimating the percentage of dead branches on the tree

• the percentage of heavy browsing of foliage by sugar gliders, possums and/or insects (refer to ‘Identifying insect damage’ link in the Incursion Resource section)

• by looking for fresh growth on the trees, as well as leaves which look like they have big ‘bites’ out of them, or unusual lines or damage to the leaf surface or underside

• estimating the amount of healthy foliage cover (see Appendix 1 for guide)

Koala scratch markings on a tree

A scientist scans the trees for koalas

Performing a scat search

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Display the photographs of koalas and their habitats.

Ask students to offer what they know about koalas.

Record the ‘what we know about koalas’ on the whiteboard, smartboard or paper so that all the students can view it.

Introduce the ‘wonder wall’ or another format for displaying questions and provide instruction for its use.

You may like to direct questioning by splitting the wall into topics such as ‘habitat’ and ‘food’.

Introduce your preferred format for recording answers that students find to questions and give instruction for its use.

Resources providedPhotos of koalas and koala habitats http://www.gchaveyoursay.com.au/koalas/photos

Resources requiredA ‘wonder wall’ is a space on the wall, whiteboard or other device whereby students can record questions about particular topics. The questions can then drive enquiry.

You may like to use post-it notes on a large piece of cardboard or draw the outline of a koala and have students write within the shape. It is important that it is placed for the whole class to see and have access to.

Suggestion for recording student answers: Students can record their answers on a template that can then be compiled to form a book. The template may read something like, ‘What we know about koalas’ and have a space for students to write the fact and source of the fact. This can be digital or hardcopy.

Teachers may choose to focus a greater level of time and attention upon further aspects of koala conservation. The following activities provide a basic framework for addressing koala conservation at this level.

Enquire This stage of the project can be split into three phases. This material may be covered in the way that best suits classroom time constraints.

Instruct students to work in pairs to compose questions in their exercise books.

Once pairs have compiled several questions have the students record them on the wonder wall.

As students complete the questioning phase they can then use the resources provided to find answers to any of the questions on the wonder wall.

When an answer is discovered students can record the fact found along with the source of the fact in the format chosen by the teacher.

Activating

Resources providedCity of Gold Coast Koala conservation page http://www.goldcoast.qld.gov.au/environment/koala-conservation-4020.html

Department of Environment and Heritage Protection (QLD) – Koala ecology http://www.ehp.qld.gov.au/wildlife/koalas/koala-ecology.html#conservation_status

Resources requiredStudent exercise books

Wonder wall

Template for recording facts

Phase 1: What do we know and what do we want to know about koalas?

Introducing

Curriculum links:Students will take an enquiry approach to identify what they know and what they want to know about koalas in general. They will then use the sources provided to answer these questions.

ACSISO64 Choosing questions to investigate from a list of possibilities.

ACSIS071 Represent and communicate ideas and findings in a variety of ways.

Pre-incursion

13Koala Education Program

Concluding

Extending

If a teacher wishes to extend upon students’ growing knowledge or questioning they may choose for students to compile reports on koalas. These may be worked on individually, in pairs or in small groups.

Students may also create visual representations of koalas or their habitats using a range of media.

Identify the ‘gaps’ in understanding from Phase 1 and work together as a group to find and display facts throughout the week.

Keep the wonder wall in place so that students can continue to find facts at home.

Display the completed ‘what we know’ for all students to see.

Provide additional spaces for students who find facts at home to record their discoveries.

Resources requiredWonder wall

Student fact sheets created during Phase 1 Activation

These terms may provide a focus for vocabulary studies at teacher discretion. This aligns with ACELA1498: vocabulary for research.

Eucalyptus

arboreal

habitat

species

arboreal

marsupials

obligate

folivores

nocturnal

joey

vulnerable

threatened

mainland

conservation

inhabit

vegetation

threats

predation

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Introduce the clips that relate to koala conservation and watch some of them.

Discus the message behind each of the clips.

Resources provided‘Red list koalas: Orphaned baby koalas get a trip to the vet’ Video clip (2:00 minutes) http://www.bbc.co.uk/programmes/p00kdg25

Calling for Conservation’ a clip about koala conservation by a biodiversity student (16:45 minutes) www.youtube.com/watch?v=_QtHDYrmvcI

City of Gold Coast Koala Conservation Project video (4:33 minutes) http://www.goldcoast.qld.gov.au/environment/koala-conservation-4020.html

Resources requiredComputer for downloading and displaying videos.

Follow the enquiry format in phase one, using the wonder wall or another template to enquire and discover facts about koala conservation.

Ask students to define ‘conservation’ and work together to construct an accurate definition.

Watch ‘Red list koalas’ video clip (if it hasn’t already been shown) and if required refer to relevant reading suggestions below that may be helpful in opening up discussion regarding koala conservation issues.

Discuss the ‘vulnerable’ status, threatening processes and conservation measures.

Students work in pairs to design an awareness visual (poster, plasticine, collage, animated etc.) that depicts population decline and/or threatening processes in pictures and suggests what can be done to conserve the species and their habitat. This can be in digital or paper format.

Activating

Resources provided‘Red list koalas: Orphaned baby koalas get a trip to the vet’ Video clip (2:00 minutes) http://www.bbc.co.uk/programmes/p00kdg25

Link to book ‘Smooch and Rose’ – www.uqp.uq.edu.au/book.aspx/1264/Smooch%20-%20Rose

Link to book, ‘It Shouldn’t Happen to a Koala’ http://www.koalahospital.org.au/shop/it-shouldnt-happen-to-a-koala-childrens-book

Resources requiredWonder wall

Whiteboard/butchers paper or other space for recording and displaying the definition of ‘conservation’.

Various media as directed by teachers preference

Phase 2: What do we know and what do we want to know about koala conservation.

Introducing

Curriculum links:Students will take an enquiry approach to identify what they know and what they want to know about koala conservation. This enquiry will be framed by three main questions, ‘Why are koalas protected?’ ‘What are the threats?’ and ‘What can I do about it?’ Students will use the resources provided to answer these questions. Teachers will use the resources provided to facilitate discussion around the ‘vulnerable status,’ population decline, threatening processes and conservation measures. Students design a koala conservation awareness project.

ACSSUO73 Living things, including plants and animals, depend on each other and the environment to survive.

ACSHEO62 Science knowledge helps people to understand the effect of their actions.

ACSISO64 Choosing questions to investigate from a list of possibilities.

ACSIS071 Represent and communicate ideas and findings in a variety of ways.

Pre-incursion

15Koala Education Program

Concluding

Extending

Create the ‘awareness’ visual that was designed in the previous activity.

Review the terms ‘conservation’ and ‘vulnerable’ as well as the key threatening processes and conservation measures.

Resources required

Wonder wall

Student fact sheets from Pre-incursion Phase 1.

There are articles and video clips that can support this learnin� in the ‘Pre-incursion Phase 2: Introducin� Resource section’ of this pack.

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Briefly review content from phases one and two.

Ask students for suggestions of how we may determine the presence or absence of koalas in our area.

Identify and briefly discuss four sampling methods: sighting koalas, checking for scats, checking for koala markings on trees and identifying food trees to see if you have koala habitat in your area.

Identify koala habitat on school grounds using Australian Koala Foundation mapping tool.

Checking for the health of the trees:

• Question, discuss and identify what you may look for to determine the health of a food tree, making pointed reference to the aspects noted in the ‘food tree health’ section of this pack on page 10.

• As a class, in small groups or individually, construct or depict a healthy koala food tree and an unhealthy koala food tree. Ideas for this representation include depicting this digitally, as a picture or painting, collage, or by using modelling clay.

Activating

Resources provided‘What scat is that?’ This article discusses different animal scats and contains pictures and tips for identifying koala scats. www.abc.net.au/science/articles/2004/09/26/2044094.htm

Australian Koala Foundation: Koala Sightings and habitat map. https://www.savethekoala.com/koala-map Select ‘Let’s get started’, on tool bar select find address, enter school or home address, click on koala habitat, select koala habitat atlas option, check key at bottom of page to identify koala habitat.

Image: koala scratch marks on food tree (page 10).

Resources requiredMaterials for depiction at teachers discretion

Computer to display koala habitat map

Phase 3: How do we investigate the koala population in our area?

Introducing

Curriculum links:Students will discover the ways in which we can sample the koala population in our area. They will identify koala food trees in the region and learn how to decipher between a healthy and unhealthy food tree. Students will produce a representation of koala food trees in both a healthy and unhealthy state.

ACSSU073 Living things, including plants and animals, depend on each other and the environment to survive.

ACSHE061 Exploring ways in which scientists gather evidence for their ideas and develop explanations.

ACSHEO62 Science knowledge helps people to understand the effect of their actions.

ACSIS064 With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge.

ACSIS065 Suggest ways to plan and conduct investigations to find answers to questions.

ACSIS071 Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports.

Pre-incursion

17Koala Education Program

Concluding

Extending

Plant koala food trees on school grounds

Review methods of sampling koalas in the area.

Review koala food trees and food tree health.

Resources providedContact the City Natural Areas Management Unit for information on how to get your school or class involved in a tree planting event http://www.goldcoast.qld.gov.au/community/community-planting-days-24527.html

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Briefly review phases one, two and three and introduce the incursion.

Discuss the incursion procedure and worksheet in detail and divide students into small groups.

Work through the incursion worksheet.

Activating

Resources providedIncursion worksheet – Appendix 2

Key to identifying local gum trees by Moreton Bay Regional Council – www.moretonbay.qld.gov.au/uploadedFiles/common/forms/environment/Gumtree-Identification-Booklet.pdf

Koala food and habitat tree links in ‘Additional information’ section

Identifying insect damage: Healthy Hardwoods - A field guide to pests, diseases and nutritional disorders in subtropical hardwoods – http://era.daf.qld.gov.au/2039/1/Healthy%20hardwoods%20updated%20July%202015.pdf

Canopy projective foliage cover guide (Appendix 1)

Resources requiredClipboards

Pencils

Bags for collecting food tree material (optional)

Camera for taking photos of findings (optional)

Binoculars

Resources providedIncursion worksheet Appendix 2

Phase 3: How do we investigate the koala population in our area?

Introducing

Curriculum links:Investigate

Drawing upon the knowledge gleaned from phases one, two and three of the pack, students will investigate their school grounds to identify koala food trees, habitat health, the presence/absence of koalas and possible threats to koala survival in the area.

Teachers should prepare for this activity by identifying koala food trees within the school grounds so as to point students in the right direction during the activity.

Students may need gloves when looking for scats and should be advised not to touch animal waste product without gloves.

ACSSU073 Living things, including plants and animals, depend on each other and the environment to survive.

ACSHE061 Exploring ways in which scientists gather evidence for their ideas and develop explanations.

ACSHEO62 Science knowledge helps people to understand the effect of their actions.

ACSIS064 With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge.

ACSIS066 Safely use appropriate materials, tools or equipment to make and record observations, using formal measurements and digital technologies as appropriate.

ACSIS071 Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports.

Concluding

Extending

Teachers can extend the incursion by focussing more time and attention on particular aspects including more extensive collection of food tree material and extending recording and reporting methods.

Pack up and briefly revise findings.

Incursion

19Koala Education Program

Post incursion

Briefly review the incursion purpose and tasks.

As a class compile and collate student data as recorded on incursion worksheets.

Note and discuss consistencies and inconsistencies in data.

Use a simple tally-mark method to record data.

Use table graphs and picture graphs to represent the data.

Activating

Resources requiredIncursion worksheets – completed

White board/smart board, butcher paper or other medium for recording and displaying data.

Analyse: What did we find and what does it mean?

Introducing Concluding

Discuss the data and what this tells us about koalas and their habitat within the area.

As a class construct simple sentences to reflect these findings.

Report koala sightings to the Koala Conservation team using the online form.

Resources providedUse this link to report koala sightings online: http://www.gchaveyoursay.com.au/koalas/survey_tools/reportakoala

Resources requiredComputer or digital device with internet connection to report koala sightings.

Curriculum links:Students will reflect on the investigation of koalas and koala habitat within their school by studying the data collected and working with teachers and peers to collate, display and interpret the data.

ACSHE061 Science involves making predictions and describing patterns and relationships.

ACSHE062 Science knowledge helps people to understand the effect of their actions.

ACSIS068 Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends.

ACSIS216 Compare results with predictions, suggesting possible reasons for findings.

ACSIS069 Reflect on the investigation, including whether a test was fair or not.

ACSIS071 Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports.

Extending

Utilise digital technologies to display data in a variety of ways.

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Briefly review all of the content covered throughout the study of koalas and koala conservation.

Resources requiredMaterials generated throughout investigations, incursion and discussion.

Introducing

Brainstorm conservation measures and what students can do to participate in koala conservation.

Students design a koala friendly back yard or school. The format of this design is at teacher discretion.

Activating

Resources providedConservation information included in this guide along with ‘Additional information’ as listed.

City of Gold Coast: Koala conservation factsheets http://www.goldcoast.qld.gov.au/koala-conservation-brochures-fact-sheets-4504.html

Department of Environment and Heritage Protection koala threats webpage – https://www.ehp.qld.gov.au/wildlife/koalas/koala-threats.html#koalas_in_backyards

Resources requiredMaterials for design as directed by teacher discretion.

Extending

With parent/guardian permission students can sign up as a Koala Friend via the supplied link.

Resources providedCity of Gold Coast Koala Friends Program link http://www.gchaveyoursay.com.au/koalas/survey_tools/

koalafriendsregistration

Resources requiredComputer or electronic device

Curriculum links:Students will review their learning throughout this study, identifying the role that they can play in koala conservation. They identify aspects of a safe environment for koalas and display their findings.

ACSSU073 Living things, including plants and animals, depend on each other and the environment to survive.

ACSHEO62 Science knowledge helps people to understand the effect of their actions.

ACSIS071 Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports.

Concluding

Display designs.

Consolidate

Future directionsSchools may like to participate in koala conservation by planting and tending to koala food trees within the school grounds. Contact the City Natural Areas Management Unit for information http://www.goldcoast.qld.gov.au/community/community-planting-days-24527.html

21Koala Education Program

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Reference listAustralian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Science Understanding, Biological Sciences. Available at: http://v7-5.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level4

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Science as a Human Endeavour, Nature and development of Science. Available at: http://v7-5.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level4

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Science as a Human Endeavour, Use and influence of Science. Available at: http://v7-5.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level4

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Science as a Human Endeavour, Science inquiry skills. Available at: http://v7-5.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level4

Australian Government Department of the Environment (1999) Environment Protection and Biodiversity Conservation Act 1999. Available at: https://www.environment.gov.au/epbc

Carnegie AJ, Lawson SA, Smith TE, Pegg GS, Stone C, McDonald JM, (2008) Healthy hardwoods: a field guide to pests, diseases and nutritional disorders in subtropical hardwoods, Forest & Wood Products Australia, Victoria. Available at: http://era.daf.qld.gov.au/2039/1/Healthy%20hardwoods%20updated%20July%202015.pdf

City of Gold Coast (2015) Koala Conservation Plan for Burleigh Ridge. Available at: http://www.goldcoast.qld.gov.au/documents/bf/koala-conservation-plan-burleigh-ridge.pdf

City of Gold Coast (2014) Koala Conservation Plan for East Coomera. Available at: http://www.goldcoast.qld.gov.au/documents/bf/koala-conservation-plan-east-coomera.pdf

City of Gold Coast (2013) Koala Conservation Plan for Elanora-Currumbin Waters. Available at: http://www.goldcoast.qld.gov.au/documents/dct/koala-conservation-plan-elanora-currumbin.pdf

City of Gold Coast Local Law No 6 (Vegetation Management). Available at: http://www.goldcoast.qld.gov.au/documents/ll/06_-_Local_Law_No._6_(Vegetation_Management).pdf

Department of Environment and Heritage Protection (2012) Koala-sensitive Design Guideline: A guide to koala-sensitive design measures for planning and development activities November 2012. Available at: http://www.ehp.qld.gov.au/wildlife/koalas/legislation/pdf/koala-sensitive-design-guideline.pdf

Department of Environment and Heritage Protection South East Queensland Koala Conservation State Planning Regulatory Provisions (SPRP) koala habitat values maps. Available at: http://www.ehp.qld.gov.au/wildlife/koalas/mapping/

Department of State Development, Infrastructure and Planning (2014) State Planning Policy July 2014. Available at: http://www.dilgp.qld.gov.au/resources/policy/state-planning/state-planning-policy-jul-2014.pdf

Department of Sustainability and Environment (2004) Vegetation Quality Assessment Manual–Guidelines for applying the habitat hectares scoring method. Version 1.3. Victorian Government Available at: http://www.depi.vic.gov.au/__data/assets/pdf_file/0009/228771/VQAM-V1_3-Chapters-1-11.pdf

Gold Coast City Council (2009) Nature Conservation Strategy 2009 – 2019. Available at: http://www.goldcoast.qld.gov.au/documents/bf/nature_conservation_strategy_.pdf

Moreton Bay Regional Council 2010. A key to identifying local gum trees. Available at: https://www.moretonbay.qld.gov.au/uploadedFiles/common/forms/environment/Gumtree-Identification-Booklet.pdf

Natural Resource Management Ministerial Council (2009)

National Koala Conservation and Management Strategy 2009–2014

Department of the Environment, Water, Heritage and the Arts, Canberra.

Available at: http://www.environment.gov.au/system/files/resources/165139fc-3ab5-4c96-8b15-d11a1ad882ab/files/koala-strategy.pdf

23Koala Education Program

Phillips, S. and Callaghan, J. (2011). The Spot Assessment Technique: a tool for determining localised levels of habitat use by Koalas Phascolarctos cinereus. Australian Zoologist 35(3):774-780. Available at: http://www.biolink.com.au/sites/www.biolink.com.au/files/publications/Phillips%20%26%20Callaghan.pdf

Queensland Government(2014) Environmental Offsets Act 2014. Available at: https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/E/EnvironOffsetsA14.pdf

Queensland Government (1992) Nature Conservation Act, 1992. Available at: https://www.legislation.qld.gov.au/legisltn/current/n/naturecona92.pdf

Queensland Government (2006) Nature Conservation (Koala) Conservation Plan 2006 and Management Program 2006-2016. Available at: http://www.uq.edu.au/krn/QLD_KoalaConservationPlan.pdf

Additional informationAustralian Koala Foundation: Koala Sightings and habitat map. Available at: https://www.savethekoala.com/koala-map

Australian Koala Foundation: Life cycle of a koala. Available at: https://www.savethekoala.com/about-koalas/life-koala

City of Gold Coast Koala Conservation Fact sheets Available at http://www.goldcoast.qld.gov.au/koala-conservation-brochures-fact-sheets-4504.html

City of Gold Coast Council website links to koala literature. Available at: www.goldcoast.qld.gov.au/environment/koala-literature-4056.html

Department of Environment and Heritage Protection (Queensland): Koala Ecology Available at: http://www.ehp.qld.gov.au/wildlife/koalas/koala-ecology.html

EPBC Act referral guidelines for the vulnerable listing of koalas federally Available at: http://www.environment.gov.au/biodiversity/threatened/publications/epbc-act-referral-guidelines-vulnerable-koala

Help identifying and searching for locations of plants and animals (including koalas) on the Gold Coast. Available at: www.goldcoastflorafauna.com.au

Koala food and habitat tree identification fact sheets:

Tallowwood (E. microcorys) – http://bie.ala.org.au/species/Eucalyptus+microcorys

Small-fruited grey gum (E. propinqua) – http://bie.ala.org.au/species/urn:lsid:biodiversity.org.au:apni.taxon:306264#

Swamp mahogany (E. robusta) – http://bie.ala.org.au/species/Eucalyptus+robusta#

Queensland red gum (E. tereticornis) – http://bie.ala.org.au/species/Eucalyptus+tereticornis

Grey ironbark (E. siderophloia) – http://bie.ala.org.au/species/Eucalyptus+siderophloia

Spotted gum (C. citriodora subsp. variegate) – http://bie.ala.org.au/species/urn:lsid:biodiversity.org.au:apni.taxon:304837

Pink bloodwood (C. intermedia) – http://bie.ala.org.au/species/Corymbia+intermedia

Narrow-leaved ironbark (E. crebra) – http://bie.ala.org.au/species/Eucalyptus+crebra#

Broad-leaved white mahogany (E. carnea) – http://bie.ala.org.au/species/Eucalyptus+carnea#

Red mahogany (E. resinifera) – http://bie.ala.org.au/species/Eucalyptus+resinifera#

Forest oak (Allocasuarina torulosa) – http://bie.ala.org.au/species/Allocasuarina+torulosa

Broad-leaved paperbark (Melaleuca quinquenervia) – http://bie.ala.org.au/species/Melaleuca+quinquenervia

‘Tracks, scats and other traces: A field guide to Australian mammals’ by Barbara Triggs, 1996, Melbourne: Oxford University Press

Wildcare Australia: Planting for wildlife -Trees for koalas Available at: http://www.wildcare.org.au/Documents/Trees_for_koalas.pdf

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Appendix 1Canopy projective foliage cover guide (for canopy trees at various heights and spacing).

Teachers may wish to simplify this guide by categorising cover as either some, none or lots.

Dense

Medium

Slight

Source: DSE (2004) Vegetation Quality Assessment Manual–Guidelines for applying the habitat hectares scoring method. Version 1.3. Victorian Government Department of Sustainability and Environment, Melbourne. (Appendix 4)

Investigating koalas atWrite the name of or record the initials of the type of food tree that you have found. You may like to collect flowers, bark or leaves to help you identify the tree. Look for scratch markings. If you find some tick ‘yes,’ if not, tick ‘no.’ Give the tree a health check up by answering the questions about it and ticking the right box to give the tree a score. List of koala food trees over the page.

Appendix 2 – Koala incursion worksheet – Year 4

Food tree species Dead branchesnone = 1some = 2many = 3

Insect browsingnone = 1some = 2many = 3

Foliage coverdense = 1average = 2slight = 3

Health scoregood = 1-3medium = 4-6poor =7-9

Scatch markings

Koala sightings

example

E.microcorys1 1 1 3 = good

Food tree health check-up

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

no

no

no

no

no

no

no

no

no

no

no

no

Koala threats3 of the threats to koalas are tree clearing, being hurt or killed by vehicles on the road and being hurt or killed by dogs. Illustrate the things that threaten koalas around your school. Look at trees, roads/fencing, neighbours dogs/fencing.

Preferred koala food and habitat tree speciesTallowwood (Eucalyptus microcorys)

Small-fruited grey gum (E. propinqua)

Swamp mahogany (E. robusta)

Queensland red gum (E. tereticornis)

Grey ironbark (E. siderophloia)

Spotted gum (C. citriodora subsp. variegata)

Pink bloodwood (C. intermedia)

Narrow-leaved ironbark (E. crebra)

Broad-leaved white mahogany (E. carnea)

Red mahogany (E. resinifera)

Forest oak (Allocasuarina torulosa)

Brush box (Lophostemon confertus)

Broad-leaved paperbark (Melaleuca quinquenervia)

Threat 1 Threat 2 Threat 3

Koala evidenceIt’s time to keep investigating by looking for evidence of koalas within your school grounds. The two methods of investigation we will use include scanning the trees for sightings of koalas which is a direct method and by looking for scats or koala poo, which is an indirect method of surveying for koalas.

Scat spottingWe can find out if koalas are about by looking for their droppings within 1 metre from the base of food trees. Look around the food trees that you have found and recorded in the table over the page. If you find a scat around one of those trees highlight the tree name or colour in the row for that tree in green pencil.

Spotting koalasCarefully scan koala food trees in your school. Did you or anyone in your group spot a koala? If so, write down how many and what kind of tree you spotted it in below.

How many? What kind of tree?

Koala scratch marksKoala scats

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Pack prepared by Elizabeth Galo Education Consultant elizabethgalo.ed@outlook.com

For more informationP 1300 GOLDCOAST (1300 465 326) W cityofgoldcoast.com.au

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