Danger, Danger Endanger!

Context: Wildlife: Endangered Species Text Focus: Values

Informative the importance of the English language as a key to learning
Students build their knowledge and understanding of informative the personal enrichment to be gained from a love of English, literature and learning
texts, while exploring the topic of endangered animals. They the power of language to explore and express views of themselves as well as the social,
identify and analyse the threats to certain animals and propose cultural, ethical, moral, spiritual and aesthetic dimensions of human experiences
actions to minimise harm and risk of extinction. This information is the power of effective communication using the language modes of speaking, listening,
used to create various informative texts, such as an iMovie or online
reading, writing, viewing and representing
book and a published letter. ICT resources are used throughout the
the role of language in developing positive interaction and cooperation with others
writing program, and incorporate the five semiotic systems
(linguistic, audio, visual, spatial and gestural). This unit also includes the diversity and aesthetics of language through literary and other texts
an excursion and incorporates numerous other KLAs, while focusing the independence gained from thinking imaginatively, creatively, interpretively and
on the cross-curricula priority of sustainability. critically.
English
EN2-3A: uses effective handwriting and publishes texts using digital technologies
EN2-7B: identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
EN2-6B: identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
EN2-8B: identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and subject matter
EN2 9B: uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to
and composing texts
EN2-10C: thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
EN2-11D: responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
EN2-12E: recognises and uses an increasing range of strategies to reflect on their own and others learning
Geography Digital Technologies Science Learning Across the Curriculum
GE2-1: examines features and characteristics of ACTDIP009: Collect, access and ST2-11LW: describes ways that Sustainability
places and environments present different types of data science knowledge helps Critical and creative thinking
GE2-2: describes the ways people, places and using simple software to create people understand the effect Ethical understanding
environments interact information and solve problems of their actions on the Information and communication technology
ACTDIP013: Plan, create and environment and on the capability
communicate ideas and survival of living things
Literacy
information independently and
Numeracy
with others, applying agreed
Personal and social capability
ethical and social protocols

Jessica Allan c3187561 Carissa Borrow c3189387 Emma Kelly c3182507 Nikola Moore c3205098 Kate Radford c3207975
Dean Morrison Wednesday 1pm 2pm
 Danger, Danger Endanger!
KLA / LAC
Writing Phase Content Teaching & Learning Experiences Resources
connection
Lesson One
Phase One: Respond to a O: Introduce informative texts as a whole class. Students Literacy KWL Chart (Appendix A).
Planning for wide range of complete a KWL chart on informative texts (appendix A). Personal and
writing literature and Present three different text types (informative, persuasive and social Big Book Tasmanian Devils.
analyse purpose narrative), ask students which text is informative and why they capability
Building the and audience think this. Model reading Tasmanian Devils (Greg Pyers, Velcro Strips (Appendix B).
Field 2005). As a class select the appropriate velcro strips (appendix
B) with the key terms related to the text. Various informative texts.
Modelling G: Students are to source an informative text within the
features of the classroom. Their task is to unpack the language features of the Kahoot Quiz:
text text and state why it is informative. https://play.kahoot.it/#/?quizId=0
E: Using key vocabulary from the velcro strips, students are to e9c928b-1769-44c5-a54c-
create a plan for an informative text. Include the title and 400d2990b49b
focus areas. Where could you find this information?
R: Kahoot quiz about informative texts. Lesson Evaluation (Appendix C).
A: Students are to self-assess and write in their writers
notebook and reflect on what an informative text is and what
they are used for? Students evaluate the lesson (appendix C).
---------------------- ------------------------ ----------------------------------------------------------------------------------- ---------------------- ---------------------------------------------
Lesson Two
Building the Identify and O: Reintroduce Tasmanian Devils (Greg Pyers, 2005) and Literacy Big Book Tasmanian Devils.
Field analyse the modelled read to the class. Students to take notes on what
purpose and they are informed about. Teacher to explain the endangered Information and Animal Profile Worksheet
Text audience of species focus of the writing program. communication (Appendix D).
Deconstruction imaginative, G: Class to then complete an animal profile (appendix D) on technology
informative and the Tasmanian Devil based on facts found in the book. capability Computers.
persuasive texts. E: Students use alternative informative text (online etc.) to
Ethical
find another fact about Tasmanian Devils. Lesson Evaluations (Appendix C).
understanding
R: Students share their facts with the class.

Jessica Allan c3187561 Carissa Borrow c3189387 Emma Kelly c3182507 Nikola Moore c3205098 Kate Radford c3207975
Dean Morrison Wednesday 1pm 2pm
 Danger, Danger Endanger!
A: Observation and discussion during lesson to ensure
students are building their knowledge about informative texts
and endangered animals. Lesson Evaluation (appendix C).
---------------------- ------------------------ ----------------------------------------------------------------------------------- ---------------------- ---------------------------------------------
Lesson Three
Excursion
Building the Create literary O: Class discussion on which animals you might find during the Literacy A Day at the Zoo booklet + Risk
Field texts that explore day. Explain that animals have an informative plaque near Assessment (series of animal
students' own their enclosure where the students can find the information Personal and profiles Appendix D).
experiences and for their booklet. social
imagining. G: Upon arrival at the zoo, class will attend an educational capability Pencils/Pens.
workshop where they are introduced to some animals. As a
class they will then complete their first Animal Profile. Ethical Clipboard.
E: Small groups will now explore the zoo and students will understanding
complete the remaining animal profiles.
R: During the bus trip home, students will complete the
booklet (favourite animal, interesting facts and reflection).
A: Product analysis of the A day at the Zoo day book (series
of animal profiles - appendix D).
---------------------- ------------------------ ----------------------------------------------------------------------------------- ----------------------
Lesson Four ---------------------------------------------
Text Re- Compose a O: Re-discuss the features of an informative text. Ask students Literacy
construction variety of texts, what they look for when reading informative texts (velcro Velcro Strips (Appendix B).
Personal and
e.g. simple wall).
social
Sentence poetry, that G: Find the key parts of an informative text in the Tasmanian Various informative texts
capability
Structure & include aspects of Devil book. (SpringBoard reading books
Grammar home and local E: Small groups will now read an informative text about an Ethical
Appendix E).
community life. animal and find any key information. Groups will then make a understanding
poster about either the animal from their book or an animal A3 Paper.
from the zoo excursion. The poster will be informative, and
have a heading, at least five key facts, a picture and if possible Information and Computers.
some statistics about the animal. Students may need to use communication
the internet to source additional information. Pens, pencils and decorative
tools.
Jessica Allan c3187561 Carissa Borrow c3189387 Emma Kelly c3182507 Nikola Moore c3205098 Kate Radford c3207975
Dean Morrison Wednesday 1pm 2pm
 Danger, Danger Endanger!
R: Groups present their posters to the class and answer technology
questions that the class may have. capability
A: Product analysis of the posters and conferencing during
class discussion.
---------------------- ------------------------ ----------------------------------------------------------------------------------- ---------------------- ---------------------------------------------
Lesson Five
Text Joint Listen to and O: Introduce the idea of endangered animals. Teach This Ethical ICT Resource.
Construction contribute to resource (appendix F). understanding
conversations and G: As a class brainstorm some ideas about what can cause an Teach This Endangered Animals
discussions to animal to be endangered e.g. loss of habitat. (Appendix F).
share information E: Students will now research an endangered animal and find Information and
and ideas and out how many are left in the world. Class will then come back communication
negotiate together and share their findings. Students will then order or technology
in collaborative graph the endangered animals in order of most endangered to capability
situations. least endangered.
Literacy
R: Students will now consider which cause is most related to
the animal they researched.
Numeracy
A: Product analysis of graph or ordered animal notation in
books. Sustainability

---------------------- ------------------------
----------------------------------------------------------------------------------- ---------------------- ---------------------------------------------
Lesson Six
Text Joint Experiment with O: Play our iMovie and show our Book Creator to the students. Information and iPads/Book Creator Application.
Construction visual, multimodal Explain that in this lesson they can make an iMovie or an communication
and digital online book about their endangered animal. Re-discuss what technology Headphones.
technologies to key information is needed in the informative text. capability
represent aspects G: Run through the basics of iMovie and Book Creator so the
of experience and students have an understanding of what they need to do. Literacy
relationships. E: Students work in pairs to create an iMovie or a book to
Critical and
share with their peers.
creative
R: Students share their informative text with their peers.
thinking
A: Product analysis of the iMovie or the book.

Jessica Allan c3187561 Carissa Borrow c3189387 Emma Kelly c3182507 Nikola Moore c3205098 Kate Radford c3207975
Dean Morrison Wednesday 1pm 2pm
 Danger, Danger Endanger!
Personal and
social
capability

Sustainability

---------------------- ------------------------ ----------------------------------------------------------------------------------- ---------------------- ---------------------------------------------

Lesson Seven
Phase Two: Recognises that O: Introduce letter template (appendix G), talk about why Literacy Letter template (Appendix G).
Creating a draft effective people write letters, who has written or received a letter in
handwriting and the past. Critical and Information cards (Appendix H).
Independent presentation of G: Discuss main features (address, date etc.). Deconstruct and creative
Construction work is required reconstruct a letter. thinking Letter checklist (Appendix I).
in order to E: Students collect information about an animal from
Personal and
communicate information cards provided by the teacher (appendix H) social
effectively for a Students then write a draft letter to a wildlife foundation capability
range of about their endangered animal.
audiences. R: Students to self-assess their draft letter, based on letter Sustainability
checklist (appendix I).
A: Product analysis of the students self-assessment and
teacher also assesses the letter (appendix I).
---------------------- ------------------------ ----------------------------------------------------------------------------------- ---------------------- ---------------------------------------------
Lesson Eight
Phase Three: Jointly develop O: Read an example of an informative text. (Written by the Literacy Example Rubric (Appendix J).
Revising and and use criteria teacher). Discuss as a class how it can be edited/fixed and
Editing for assessing their introduce the idea of a rubric using example rubric (appendix Critical and
own and others' J). creative
thinking
Independent presentations. G: Students are to create their own rubric with their desk
Construction partner that they are to use in the next lesson e.g. 'Not there, Personal and
Develop criteria getting there, almost got it, got it'. social
for the successful E: Students are to mark their drafts they had created last capability
completion of lesson by using their partner-made rubric.
tasks. R: Reflection on the overall marking of the rubric. What do we Sustainability
need to work on? What do most people understand?
Jessica Allan c3187561 Carissa Borrow c3189387 Emma Kelly c3182507 Nikola Moore c3205098 Kate Radford c3207975
Dean Morrison Wednesday 1pm 2pm
 Danger, Danger Endanger!
A: Teacher assessment through observation and student self-
assessment through rubric.
---------------------- ------------------------ ---------------------------------------------------------------------------------- --------------------- ---------------------------------------------
Lesson Nine
Independent Recognises that O: Re-visit last lessons informative text example, and discuss Literacy Previous lesson materials
Construction effective the editing suggestions that were made based on the rubric. informative text and personalised
handwriting and Provide examples of what students could write so that they Critical and rubrics.
presentation of can feel a sense of success. Ask students to provide you with creative
work is required these examples from their own writing and work it out as a thinking
in order to class.
Personal and
communicate G: Students individually look over the downfalls of their work social
effectively for a using the rubric. Walk around and assist students in changing capability
range of their work if needed. Ensure that you ask prompting questions
audiences. to get them thinking before giving them an idea.
E: Get students to talk to their partner to make sure they have
interpreted their feedback correctly.
R: Get students to ask themselves, have I changed what was
required? Does it make sense? Is all the spelling and grammar
correct?
A: Observation of students working through their feedback.
---------------------- ------------------------ ----------------------------------------------------------------------------------- ---------------------- ---------------------------------------------
Lesson Ten
Sustainability
Phase Four: Compose a range O: Get a student to demonstrate to the class how to insert a Blank Document.
Publishing your of effective picture into their word document. Literacy
work imaginative, G: Indicate to students that they need to choose the animals Computers.
informative and that they are talking about and assist them in inserting it by Critical and
Independent persuasive texts walking around the computer room and observing. creative Pencils/Pens.
Construction using language E: Students can choose whether to handwrite or type their thinking
appropriate to final copy for assessment. Silent Work Area.
purpose and R: Get students to volunteer to share their work with the class. Information and
audience. A: Product analysis of students final copy of their letter using communication Student Drafts to Create Final
the rubric that their peers created as well as their ability to technology Copies.
insert a picture through observation. capability

Jessica Allan c3187561 Carissa Borrow c3189387 Emma Kelly c3182507 Nikola Moore c3205098 Kate Radford c3207975
Dean Morrison Wednesday 1pm 2pm
Reference List

Digital Technologies Foundation to Year 10 Curriculum by rows - The Australian Curriculum

v8.2. (2016). Australiancurriculum.edu.au. Retrieved 9 September 2016, from

http://www.australiancurriculum.edu.au/technologies/digital-

technologies/curriculum/f-10?y=3-4&s=DIKU&s=DIPPS&layout=1

NSW, B. (2016). Geography K10. Syllabus.bostes.nsw.edu.au. Retrieved 9 September 2016,

from https://syllabus.bostes.nsw.edu.au/hsie/geography-k10/

NSW, B. (2016). NSW Syllabus :: English. Syllabus.bostes.nsw.edu.au. Retrieved 9 September

2016, from https://syllabus.bostes.nsw.edu.au/english/

NSW, B. (2016). Science K10 (inc. Science and Technology K6) :: Science K10

(incorporating Science and Technology K6). Syllabus.bostes.nsw.edu.au. Retrieved 9

September 2016, from https://syllabus.bostes.nsw.edu.au/science/science-k10/

 Appendix A

OUR KWL CHART!!!

K W L
 Appendix B

These are an example of the Velcro strips you could use in

lesson one to identify parts of an informative text.

Title
Habitat
Appearance
Life Cycle
Location
Diet
Species
Fun Facts
 Appendix C
Example of our lesson evaluations that students will complete at the end of each lesson.

Lesson Evaluation Lesson Evaluation

Today I learnt about: Today I learnt about:

I found it interesting that: I found it interesting that:

I struggled to understand: I struggled to understand:

I would rate this lesson /10 I would rate this lesson /10

This lesson made me: This lesson made me:

Appendix D
Animal:
Where does it live?
______________________________________________

What does it eat?

______________________________________________

What are their young called?

______________________________________________

Are they endangered? Why?

______________________________________________

What did you find interesting? Why?

______________________________________________
Animal:
Where does it live?
______________________________________________

What does it eat?

______________________________________________

What are their young called?

______________________________________________

Are they endangered? Why?

______________________________________________

What did you find interesting? Why?

______________________________________________
Animal:
Where does it live?
______________________________________________

What does it eat?

______________________________________________

What are their young called?

______________________________________________

Are they endangered? Why?

______________________________________________

What did you find interesting? Why?

______________________________________________
Animal:
Where does it live?
______________________________________________

What does it eat?

______________________________________________

What are their young called?

______________________________________________

Are they endangered? Why?

______________________________________________

What did you find interesting? Why?

______________________________________________
 My favourite animal was the ________. I like this
animal the best because ______________________

_______________________________________
_______________________________________
_______________________________________
_______________

Draw your favourite animal in its natural environment

 Interesting Facts
I did not know that;
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Reflection
Today I learnt...

1. ____________________________
__________________________
2. ____________________________
__________________________
3. ____________________________
__________________________
4. ____________________________
__________________________
5. ____________________________
__________________________
Appendix E
 Appendix F

N GE R ED N GE R ED
END A END A

Tasmanian Devil Sturgeon Fish

TeachThis.com.au (2009) TeachThis.com.au (2009)
 NG E R E D NG E R E D
E ND A E ND A

Northern
Hairy-Nose Wombat
Orang-utan
TeachThis.com.au (2009) TeachThis.com.au (2009)
 NG E R E D NG E R E D
E ND A E ND A

Sumatran Tiger Mandrill

TeachThis.com.au (2009) TeachThis.com.au (2009)
 NG E R E D NG E R E D
E ND A E ND A

Mountain Gorilla Giant Panda

TeachThis.com.au (2009) TeachThis.com.au (2009)
 NG E R E D NG E R E D
E ND A E ND A

Black Rhinoceros Bald Eagle

TeachThis.com.au (2009) TeachThis.com.au (2009)
 NG E R E D NG E R E D
E ND A E ND A

Polar Bear Green Sea Turtle

TeachThis.com.au (2009) TeachThis.com.au (2009)
 NG E R E D NG E R E D
E ND A E ND A

African Elephant Cheetah

TeachThis.com.au (2009) TeachThis.com.au (2009)
 NG E R E D NG E R E D
E ND A E ND A

Sugar Glider Possum Bilby

TeachThis.com.au (2009) TeachThis.com.au (2009)
 NG E R E D NG E R E D
E ND A E ND A

Humpback Whale Dugong

TeachThis.com.au (2009) TeachThis.com.au (2009)
 Appendix G

Letter sample personal

Letter Link: Lets write a letter

1. Y
 our name and 1. Ashley Kalinski
address
1754 Orange Street
2. The date
FULLARTON SA 5063
3. Your greeting
4. The content of 2. 12 January 2012
your letter
5. Your farewell
3. Hi Sophie,
6. Your name
7. Postscript 4. Im writing this from the cutest little caf in New York! I feel like Im
on Friends!
Mums been making sure we dont miss one sight in the whole city, so
weve been walking practically all day. So far weve seen Times Square,
Broadway, Central Park and The Plaza. I caught a glimpse of the Statue
of Liberty but were going to go and see it properly tomorrow!
The streets are super busy here and everyone looks amazing in their
winter coats and hats. I had to buy mittens today! I miss being able to
feel my fingers! Hope youre enjoying your holidays.
Miss you times a million, see you back in Adelaide on the 20th!

5. Love,
6. Ashley

7. PS Im bringing you back a souvenir!

auspost.com.au/education
 Australian
Threatened Species
Green Turtle Chelonia mydas
Conservation Status
Commonwealth: Vulnerable
(Environment Protection and
Biodiversity Conservation
Act 1999)
Western Australia: Vulnerable
(Wildlife Conservation Act 1950)
Queensland: Vulnerable
(Nature Conservation Act 1992)
New South Wales: Vulnerable
(Threatened Species Conservation
Act 1995)
Common green turtle.
Photo WWF-Canon/Jurgen Freund
What does it look like?
The green turtle gets its name not from
the colour of its shell but from the green
fat deposits around its internal organs.
The carapace or shell can be yellowish-
or olive-green but it can also be brown
to brownish-black. The scutes (the plates
on the shell) are also usually beautifully
variegated with streaks of brown, reddish-
brown or black. Green turtles can
grow up to 1.5metres long and reach
200kilograms, although individuals from
different populations vary widely in size.
The hatchlings are a shiny black with
white edges to their flippers, and white
underparts. A newly hatched green turtle
is usually less than 5centimetres long and
weighs less than 25grams. That means it
could increase its weight 8000 times at
adulthood!
Appendix H
Where does it live?
Green turtles nest on islands and coastal
beaches all around the north of Australia,
from Ningaloo Reef in Western Australia to
southern Queensland. They can be found
foraging right down into the subtropical
waters of southern New South Wales.
They are also a truly international species,
and can be found in places as diverse as
the Caribbean, the South Pacific, along
the coasts of Africa and South America,
and even the Mediterranean.
Did you know
Green turtles are among the worlds
great travellers. Female green turtles
have been known to travel more than
2600kilometres in their migrations
between feeding grounds and nesting
beaches, although the average
migration around eastern Australian
waters is about 400kilometres.
Marine turtles are great survivors,
having been present in the oceans for
more than 100million years since the
time of the dinosaurs.
The green turtle is one of seven species
of marine turtles, six of which are found
in Australian waters.
All seven species of marine turtles are
now threatened by loss of their nesting
beaches to coastal development,
accidental capture by longline fishing
and nets, predation of the eggs by feral
animals, often unsustainable harvesting
of adult turtles and eggs, and entangle
ment or ingestion of marine debris.

Rising temperatures and sea levels: major threats
Why are rising
temperatures and sea
levels a major threat to
green turtles?
Globally, the 1990s were the warmest
decade for at least 1000 years, and 2005
has been listed as one of the hottest years on
record. Increases in temperature will impact
on a range of ocean species from plankton,
which forms the basis of marine food chains,
to corals, fish, seabirds, penguins, seals and
sea-lions, as well as turtles.
The average global temperature is predicted
to increase by anywhere between 1 and 6C
by the year 2070. The actual air and water
temperatures in any given region may vary
in their rate of increase. Green and other
marine turtles come ashore to lay their eggs
on special nesting beaches called rookeries,
where they dig a hole and bury their eggs
in the sand. The sex of turtle hatchlings is
determined by the temperature at which
the eggs are incubated a warmer nest
creates more female hatchlings than males.
If temperatures at nesting sites rise too much,
there is a risk that all turtles will hatch out as
females, eventually leading to their extinction.
If, as scientists have predicted, sea levels
rise by up to 88 centimetres by the end of
the century, rookery beaches are not just at
risk of becoming too hot but also of being
flooded with seawater or washed away
entirely. Marine turtles are known to faithfully
return again and again to certain beaches,
and while it is possible that female turtles may
adapt and start nesting earlier in the season
or on different beaches, whether they can
adapt as fast as the climate is changing is yet
unknown. It may also be difficult for turtles to
find suitable new nesting beaches, as human
development reduces the number of beaches
available to them.
What is being done?
To build green turtles resilience to the effects
of climate change and give them the best
possible chance of survival into the future, we
need to protect their known habitat and also
give them the chance to migrate into cooler
regions as the world heats up. We also need
to reduce all other threats to their survival.
The protection of turtle nesting beaches and
feeding grounds in Marine Protected Areas
and Indigenous Protected Areas is vital to the
survival of green and other marine turtles.
B u i l d i ng r e s i l i e nc e i n t h r e at e n e d s p e c i e s and h ab i tat
Some sections of the Great Barrier
Reef Marine Park have been designed
specifically with turtle protection in mind,
however there are large gaps in the level of
protection for key turtle habitat in northern
and north-western Australian waters.
A range of scientific and/or volunteer-
led programs around northern Australia
are monitoring key populations of marine
turtles and the threats to their survival, and
are educating the community about these
species.
Efforts are also being made to reduce
other pressures on marine turtles such
as accidental capture on lines or nets.
The use of Turtle Exclusion Devices on
trawl nets is mandatory within the Great
Barrier Reef Marine Park and for northern
Australian prawn trawlers. Ocean Watch
Australias SeaNet Program recently used
a Threatened Species Network grant to
train Australian longline fishers in the use
of de-hooking and line-cutting devices to
ensure that turtles that do accidentally get
caught are given the best possible chance
of survival on release.
How you can help
Make sure no nets, equipment or rubbish
is lost or thrown overboard when fishing
or boating.
Dont drive on known nesting beaches.
If you are on or near a nesting beach
at night, be aware of sources of light
pollution and where possible cover
lights.
Dont disturb nesting turtles especially
as they are coming up the beach, as this
may prevent them from laying their eggs.
Walk, cycle or use public transport.
Save on heating and cooling costs
by insulating, draught-sealing and
shading, while setting thermostats
appropriately. For more information see
the Heating and Cooling fact sheet
of the Your Home Technical Manual:
www.greenhouse.gov.au/yourhome/
Switch off lights, appliances and
equipment when theyre not needed and
install energy-efficient fluorescent lamps
such as compact fluorescent lights.
Minimise waste of packaging and
materials refuse, reduce, re-use, recycle.
For other tips on saving energy
around the home, go to the Australian
Greenhouse Office website:
www.greenhouse.gov.au/gwci/
index.html
program
unity -based
t en ed Species Network is a comm
The Threa
Contacts and references
Katherine Howard
Program Officer
Threatened Species Network
T (02) 9281 5515
E tsn@wwf.org.au
Visit: wwf.org.au/tsn
You can also find out more information
about Australias threatened species by visiting
www.deh.gov.au/biodiversity/threatened or
contacting the Department of the Environment
and Heritage Community Information Unit, email
ciu@deh.gov.au, or freecall 1800803772.
Cogger, H. (2000) Reptiles and Amphibians of
Australia 6th ed. Reed New Holland, Australia.
Department of the Environment and Heritage
Species Profile database
www.deh.gov.au/cgi-bin/sprat/public/
Commonwealth Marine Protected Areas
www.deh.gov.au/coasts/mpa/index.html
Great Barrier Reef Marine Park Authority
Climate change and the Great Barrier Reef
www.gbrmpa.gov.au/corp_site/info_
services/science/climate_change/
Great Barrier Reef Marine Park Zoning
Plan 2003. www.gbrmpa.gov.au/
corp_site/management/zoning/
documents/Zoning_Plan.pdf
Greer, A.E. (2003) Encyclopedia of
Australian Reptiles. Australian Museum
Online. www.amonline.net.au/herpetology/
research/pdf/cheloniidae.pdf
Hoegh-Guldberg, H. & Hoegh-Guldberg, O.
(2004) The Implications of Climate Change
for Australias Great Barrier Reef.
WWFAustralia, Sydney.
IPCC (2001) Climate Change 2001:
The Scientific Basis. Cambridge University
Press, Cambridge. www.ipcc.ch
Limpus, C.J., Miller, J.D., Parmenter, C.J.,
Reimer, D., McLachlan, N. & Webb, R.
(1992) Migration of green (Chelonia mydas)
and loggerhead (Caretta caretta) turtles
to and from eastern Australian rookeries in
Wildlife Research 19(3): pp347358
WWF Global Species Program
www.panda.org/about_wwf/what_we_
do/species/our_solutions/endangered_
species/marine_turtles/green_turtle
WWF-Australia Climate Change Program
www.wwf.org.au/ourwork/climatechange/
whatis/
WWF Global Climate Change Program
www.panda.org/about_wwf/what_we_do/
marine/problems/climate_change/index.cfm
stralian Government and W
of t he Au W F Au
strali
a.
 Species Fact Sheet:
Kangaroos and wallabies

WWF-Canon, Martin HARVEY.

Kangaroos and wallabies
Marsupials are mammals that have a pouch or marsupium in which they raise their young. Marsupials include
koalas, wombats, possums and dasyurids (small carnivorous marsupials) and macropods. Before European
settlement there were 53 species of macropods in Australia; six have since become extinct. A third of
macropod species in Australia and PNG are threatened. Macropods (members of the super family
Macropodoidea) include kangaroos, wallabies, pademelons, tree kangaroos and rat kangaroos. They typically
have large hind limbs and feet. Macropods are unique to Australia and New Guinea.

WWF-Canon, Martin HARVEY

Macropods are unique Australian animals and the most well known, the red kangaroo features on Australias
coat of arms, coins and stamps. Geological and climatic events in Australias history have resulted in the
unique species seen today, with marsupials evolving around 56 to 34 million years ago. Kangaroos are thought
to have evolved from possum-like animals. This relationship can be seen by the musky rat-kangaroo, which is
the most primitive kangaroo alive. The musky rat-kangaroo lives on the ground but has a thumb-like toe,
which looks like a possum foot.
Did you know?
In Greek, macropod means long foot, which is
appropriate as most macropods have very long
hind feet with long strong toes.
Kangaroos and wallabies are herbivores; they only
eat plant material like grasses, leaves and sedges.
Some browse bushes and trees but most graze
like sheep and cows. They have specialised teeth
for chopping and grinding their food.
The largest macropod is the red kangaroo and the
smallest is the musky rat kangaroo.
Within the superfamily Macropodoidea there are
two subfamilies in the Macropodidae family: the
Sthenurinae, which has one living member, the
banded hare wallaby; and the subfamily
Macropodinae, which includes all other macropods
like the rufous hare wallaby and the quokka. The
family Potoroidae includes potoroos, bettongs and
the musky rat kangaroo.
Kangaroos are the only large animals to use
hopping as a means of movement. The
comfortable hopping speed for red kangaroos is
about 2025 km/h, but they can hop as fast as 70
km/h over short distances.
Distribution and habitat
Macropods are distributed across much of Australia and
can be found in every state and on offshore islands such as
Rottnest Island off Western Australia. Habitat types vary
greatly from open forests and woodlands to the wet tropic
region of Queensland and deserts, rocky escarpments,
outcrops and cliffs.
The red kangaroo lives throughout central Australia. They
prefer open plains habitat with scattered trees, which they
use for shade during the hot parts of the day. In
comparison, the Bennetts tree kangaroo lives in mountain
and lowland tropical rainforest in north Queensland where it
feeds on a wide variety of vines, ferns and wild fruits.
Wallaby species can be found across Australia in a wide
range of habitats, including heavily wooded and rugged
areas, like granite outcrops and cliffs.
Ecology and life cycle
As marsupials, macropods rear their young in a pouch.
Macropod embryos are born at four to five weeks old and
travel up the mothers fur into the pouch where they con-
tinue to develop over several weeks.
Threats
Between Australia and New Guinea, there are 83 species
of macropods, of which nine have become extinct since
European settlement and 28 are threatened. The threats to
macropods are varied and some, like the rufous hare
wallaby are more at risk than others. The main threats to
macropods in Australia are habitat loss, altered fire
regimes, introduced predators and now climate change.
These are the main drivers of decline affecting many
mammals in Australia and have resulted in this continent
having the worst rate of mammal extinctions worldwide. In
New Guinea, loss of forest habitat and over-hunting has
resulted in the decline of several species of tree kangaroos
and other macropods.
Habitat loss
Macropods live in a variety of habitat types and, with
European settlement, much of this land was cleared of
native bush to accommodate agricultural and grazing land.
WWF-Australia GPO Box 528 Sydney NSW 2001 Tel: 1800 032 551 wwf.org.au
1986 Panda symbol WWF. (trademark words, e.g. WWF, panda, or living planet) is/are WWF Registered Trademark/s.
Developing land for human needs reduces the amount of
natural space available to wildlife. As natural space
diminishes, so does habitat diversity - the great variety of
forests, bushlands, grasslands, wetlands and deserts that
exist in nature. The result is both a decline in the number of
species and even fewer individuals of those populations
survive.
Introduced predators
The introduction of foxes and cats has had a major impact
on Australias unique species, including macropods. As
macropods evolved without the threat of invasive predators
and in the presence of very few natural predators
(Tasmanian devil) they have limited ways to defend
themselves.
Foxes were introduced into Australia soon after European
settlement and are now well established over most of the
non-tropical mainland. They are believed to have
contributed to the mainland extinction of the rufous hare
wallaby, as well as pushing a number of native mammals
such as brush-tailed bettongs and black-footed rock
wallabies further towards extinction.
Cats arrived with the first European settlers and quickly
became wild, spreading throughout the continent. They
have been associated with the demise of a number of
native animals including the burrowing bettong and
broad-faced potoroo.
Climate change
Climate change will lead to reduced rainfall in parts of
Australia as well as increased temperatures. These
changes will exacerbate existing threats such as changed
fire regimes and could see macropods eliminated from
parts of their current ranges.
Conservation action
WWF is working with community groups to carry out
surveys of some rock-wallaby populations and to
determine and implement effective measures to help these
species recover, such as developing fire and feral animal
strategies. Community groups are being supported to
become involved in habitat protection and to work on
controlling introduced predators along with continuing
surveying and monitoring to further understand this
species.
How you can help
For landholders, find out whether your
land is likely to be habitat for threatened
macropods and protect and revegetate
bushland for their use
Take extra care driving through areas of
known macropod habitat, especially at
night
De-sex your pets, particularly cats, so
unwanted litters are not produced and
keep them inside at night so they dont
escape and become feral predators
Participate in revegetation and tree
planting schemes in your local area to
restore habitat for macropods and other
native species
 Species Fact Sheet:
South-eastern red-tailed
black cockatoo

Bob McPherson

South-eastern red-tailed black cockatoo

Calyptorhynchus banksii graptogyne
M. Fidler

There are five sub-species of red-tailed black cockatoo, of which the south-eastern red-tailed black-cockatoo
(Calyptorhynchus banksii graptogyne) is the smallest. With an estimated population of just 1,000 birds, it is in
danger of extinction.

Conservation status
The World Conservation Union (IUCN) Redlist of Threatened Species:
Lower risk

Australian Government - Environment Protection and Biodiversity Conservation Act 1999:

Endangered
Did you know? Cockatoo Recovery Team.

Less than three per cent remains of the original
area of woodland habitat this species needs to
survive, known as buloke.
The south-eastern red-tailed black cockatoo was
a mascot for the Melbourne 2006 Commonwealth
Games.
Female red-tailed black cockatoos have an
off-white bill which makes them look like they are
carrying golf balls.
The Threatened Species Network, a community-based
program of the Australian Government and WWF-Australia,
recently funded a survey of 500 landholders to discover
what they understood of the cockatoo and the efforts to
protect its habitat. The TSN is looking at ways that it can
improve awareness about the cockatoo's plight and
support landholders. The TSN also provided for training
days for landholders on how to incorporate red-tailed
blackcockatoo conservation in farm planning.

Bob McPhersonrtin HARVEY

Distribution and habitat
The south-eastern red-tailed black cockatoo is only found
in south east South Australia and south west Victoria,
where it occurs as a single population, covering an area of
approximately 18,000 square kilometres. In Victoria, the
south-eastern red-tailed black cockatoo occurs from
Portland in south-east to just north of the Little Desert,
while in South Australia it is found from Bangham-Frances
to Mt Gambier. Within this area, its habitat consists of
woodlands - stringybark and buloke for foraging and red
gum for nesting.

Ecology and life cycle

The red-tailed black-cockatoo is a large bird, up to 55 to
60 centimetres in length. An adult male is glossy black with
bright red panels in its tail. The female and juvenile differ by
the yellow spots found on their heads, yellow bars on the
chest and yellow-orange tail panels. The red-tailed black
cockatoo may be seen alone during the breeding season,
or in flocks containing up to 100 or more birds during
autumn and winter.

The red-tailed black cockatoo is a specialist feeder, relying

on seeds of brown and desert stringybark trees and buloke
trees. It nests in deep hollows in large eucalypt trees, which
may be more than 200 years old. A single egg is incubated
by the female, with the chick taking almost three months to
make its first flight (fledge). Nestlings are fed only by the
female, who relies on the male to bring food. The red-tailed
black cockatoo may live in the wild for more than 30 years. How you can help

Threats Plant new stands of stringybark and

buloke to provide more important feeding
The major reason for the decline of the red-tailed black habitat in the future
cockatoo is loss of habitat through clearing for agriculture.
Research estimates over 62 per cent of its original Protect red-tailed black cockatoo habitat
woodland habitat has been cleared. including populations, occurrences and
As a result, a lack of food availability is thought to be the remnant stands of stringybark and buloke
main threat to the red-tailed black cockatoo. As little as and red gums for roosting
three per cent of buloke woodland remains and these
areas are continuing to be lost through tree decline related Avoid burning areas of stringybark as this
to pastoral or agricultural activities, senescence (old age), reduces the food supply
or removal. While extensive areas of stringybark feeding
habitat remain, past fire management practices are thought
to have reduced food availability by reducing seed Take part in the recovery teams annual
production after a fire. survey in April
A further threat is the loss of nesting habitat due to the Report any sightings of red-tailed black
removal of paddock trees, and the continuing decline in the
health of living trees on farmland. cockatoos to the recovery team

Consider protecting habitat on your land

Conservation action with a conservation covenant or
WWF-Australia is helping to protect the red-tailed black
management agreement
cockatoo, working closely with the Red-Tailed Black
WWF-Australia GPO Box 528 Sydney NSW 2001 Tel: 1800 032 551 wwf.org.au
1986 Panda symbol WWF. (trademark words, e.g. WWF, panda, or living planet) is/are WWF Registered Trademark/s.
 Appendix I

I can write a personal

letter contract
Name: Letter Link: Lets write a letter

There are several steps that should be followed when writing a personal letter. When you feel that
you have achieved each step listed below, tick the student box and ask your teacher to tick the
teacher box.
When all the boxes have been ticked, the bottom of the contract should be signed by you and
your teacher.

When writing a personal letter, I always: Student Teacher

Place my name and address in the top right-hand corner

Put the date on the left-hand side above the greeting

Write an appropriate greeting

Write a well thought out message

Use language that is kind and inclusive

Make sure my handwriting is neat and easy to read

Check my spelling and grammar

Use a suitable sign-off

Use a postscript only if necessary

Signed:

Teacher:

Student:

auspost.com.au/education
 Appendix J

Informative Text Success Criteria

Shade the appropriate box for each category
Category Not there Almost got it Got it!
Ideas Says the idea but Main idea is stated Main idea is clear
then goes off topic with supporting and has supporting
details, but some details with specific
important information
information is left
out
Organisation Not readable Introduction, and Introduction, and
conclusion are conclusion are very
somewhat clear clear
Style & Vocab Confusing choice of Ok choice of words Excellent choice of
words and cannot and is readable WOW words
understand what is
being said
Grammar, Incomplete Complete sentences Completed
punctuation and sentences, lots of with some errors in sentences with no
spelling errors in spelling, spelling, grammar errors in spelling,
grammar and and punctuation grammar and
punctuation and punctuation
difficult to read

Overall I think; Marked by:

_______________________
EDUC3748 - ICT Resource.notebook September 07, 2016

So far in our writing program the students have...

* Learnt about informative texts including
structure and content.
* Deconstructed and reconstructed an
informative text.
Our ICT
* Learnt what to look for in informative texts.
resource is
* Been on an excursion. used for our
* Completed online research about an animal. fifth lesson.

Sep 7-4:35 PM

Endangered Animals

Sep 7-3:07 PM

1
EDUC3748 - ICT Resource.notebook September 07, 2016

Can you think of any animals that are

endangered?

Sep 7-3:10 PM

What can cause extinction?

Sep 7-3:37 PM

2
EDUC3748 - ICT Resource.notebook September 07, 2016

Now, what can we find out about these

animals?

Sep 7-3:32 PM

Share your
information with
the class....

Sep 7-3:47 PM

3
EDUC3748 - ICT Resource.notebook September 07, 2016

Let's order the animals from least endangered to most endangered...

Least Most
Endangered Endangered

Sep 7-3:46 PM

Sep 7-3:53 PM

4
EDUC3748 - ICT Resource.notebook September 07, 2016

What is next???
* Students will now move into
researching an animal.
* Make either an iMovie or
online book in pairs.

Sep 7-4:51 PM