unit 2: barking up the right tree - seed home...biodiversity unit 2: barking up the right tree vels...

Biodiversity Unit 2: Barking up the Right tree VELS 3&4 of 20Created by Alpine Shire, Indigo Shire and the Rural City of Wangaratta August 2009

Unit 2: Barking up the Right TreeLevel 3 &4 (Grade 3-6)

*REMEMBER to download the Food Webs cards located with this unit on the SEED website(http://www.necma.vic.gov.au/ResourceLibrary/ForSchools/topic.aspx?tpk=20&lvl=2)

Unit OverviewThis unit follows on from VELS 3 Biodiversity Unit 1: Planting an idea. It expands on the ideas of ecosystems and the relationships between organisms by using a case study of the Barking Owl. Students will gain a deeper understanding of the importance of habitat protection and revegetation, and be introduced to the concepts of endangered species, threatening processes and food webs.

All activities are built around the VELS framework, a table at the rear of the unit specifies which parts of the learning focus and standards will be met.

BackgroundHuman influences have altered the landscape especially through land clearing for roads, rail, agriculture and towns. Through a lack of understanding and education clearing of valuable habitat is still continuing today. Loss of habitat and species diversity is also occurring through natural processes like drought, fire and changing climates. With all these pressures there are a number of species in North East Victoria that are threatened or facing extinction. This unit will focus on one species in particular – the Barking Owl (Ninox connivens).

A thorough study of Barking Owls in the Chiltern - Mt. Pilot National Park area was carried out by PhD student Natasha Schedvin. Through her research and an associated documentary, awareness and interest was generated among the local community. This case study provides an excellent and engaging example for students on how one species can be dramatically affected by our actions andhow these effects will flow on to the entire ecosystem.

Bloom’s Taxonomy Activity Duration PageKey words and Definitions 2

Tuning in & Finding Out Where are...the Barker’s? Part 1: 1 hrPart 2: 30mPart 3: 45min

3-9

Tuning In & Finding Out Betty’s Food Web* Part 1: 1hrPart 2: 2hr

10-12

Sorting Out Action Plans Part 1: 30mPart 2: 45m

13-16

VELS links 17-20

Did you know?For every 100 ha of bush destroyed, between 1000 and 2000 birds die from exposure, starvation and stress. Half of Australia’s terrestrial bird species may become extinct this century unless habitat destruction is rapidly controlled. (Bush Heritage Australia, 2009)

http://www.necma.vic.gov.au/resourcelibrary/forschools/topic.aspx?tpk=20&lvl=2)


Keyword & DefinitionsThe following keywords and definitions will be explored throughout this unit. In order for students to become familiar with the terminology the keywords and their definitions can be used as ‘words of the week’. Have students write out the keywords and definitions and put them up in the classroom or write them on the board for easy reference.

Word DefinitionCarnivore An organism which eats animals.Ecology A type of science which studies the relationships

between living organisms and their environment.Endangered A species with such a low population number that it is

on the verge of becoming extinct.Extinct No longer in existence - died out leaving no living

representatives.Foliage The leaves of a plant.Food Chain A community of organisms where each member is in

turn eaten by another member.Food Web A community of organisms where there are several

connected food chains.Hollow A cavity or space in something (especially a tree or

branch) formed by decay, insects, fire.Indicator Species A central organism whose population health reflects the

health of the ecosystem.Invertebrate An animal which does not have a back bone, E.g.

Insect.Larvae A young, undeveloped form of some animals (such as

insects) which do not look like the adult form E.g. Grubs, caterpillars.

Mammal Warm blooded vertebrates which have hair and feed milk to their young.

Marsupial A type of mammal which has a pouch for its young.Monotreme Mammals which lay eggs.Nocturnal An organism which is active at night.Perennial A plant that lives for more than 2 years and does not

die after flowering.Predator An animal which hunts other living animals to eat.Prey Animal hunted or caught for food.Regurgitate Eject the contents of the stomach through the mouth.Rhizome An underground stem of a plant that produces roots

and supports above-ground stems.Territory An area that an animal uses to find food etc. and

possibly defends against other animals of different or the same species.

Territorial An animal which actively defends its territory against intruders, especially of the same species.

Threatened Any species which is likely to soon become endangered.

Vertebrate An animal which has a back bone.Vulnerable A species which is of special concern because it is

particularly sensitive to human activities or natural events.


Activity One: Where are... the Barker’s?

Overview:Students will watch the “Where are ….. the Barkers?” DVD to learn about the Barking Owls in North East Victoria. They will learn about Barking Owl dependence for a healthy and complex woodland ecosystem. Students will explore the themes of this film and analyse the various messages.Please contact SEED ([email protected]) or the Rural City of Wangaratta (ph 03 5722 0888) for a copy of the DVD. SEED is working on having an on-line version of this film soon.

Duration: Part 1: 1 hour Part 3: 30min Part 2: 45min

Equipment:

A copy of ‘Where are ... the Barkers’ DVD – contact Rural City of Wangaratta for a free copy, or access the SEED website where there is a link to a shorter version.

Copies of Activity Sheet 1.1 (page 5) Butchers paper Textas/pencils Copies of Activity Sheet 1.2 (page 8) Copies of Activity Sheet 1.3 (page 9)

Activity:Part 1: DVD Themes

1. Explain to your students that they are going to be continuing their work on ecosystems and this time they are going to look at some of the animals in a local ecosystem. Ask the students if they remember what an ecosystem is and have a quick refresher discussion about the important aspects.

2. Tell your students that to start, they will be watching a DVD to get an insight into an important animal.

3. Watch the DVD with your students. Encourage them to write down things they think are important, especially related to ecosystems.

4. Inform your students that they are going to explore the main themes of the DVD. Break them up into 5 groups.

5. Give each group a piece of butcher’s paper, and Activity Sheet 1.1 (p5)

6. Give one of the following questions to each group, and have them write it in the middle of their piece of paper.

- How big is the territory size for a Barking Owl? What are the problems with this for Betty?

- What things does Betty need as part of her habitat?- How long does it take for a hollow to form big enough for Betty’s nest? What are the

problems with this?- What are Betty’s favourite foods? What do you think her ‘foods’ eat?- What can people do to help protect Betty and her species?


7. Have each group brainstorm about their question and write or draw all their responses around the paper.

8. When you are satisfied that they have had enough time, ask each group to come up the front one by one and present their ‘findings’ to the class. Each group can ask the rest of the class if they have anything else to add, and write these onto the posters also.

9. Display the posters around your classroom while you continue the rest of the unit for the students to refer to.

Part 2: Y Chart1. Explain to the students that you want them to explore further what Betty, just one species,

needs in her habitat.

2. Issue each student a copy of Activity Sheet 1.2. (p8)

3. Ask each student to fill out the 3 sections – they can draw or write.

4. When they are finished, draw a Y chart on the board and ask the students what they came up with. Fill in all of their responses on the board.

5. Emphasise to the students how many different things there are, and that all of them are important for just one species’ survival. Once again, this demonstrates how complex and connected all components of an ecosystem are and that we need to protect it all.

Part 3: What’s the problem?

Ask students to think more about Betty and the problems and threats she faces for surviving.

1. Give the students a copy each of Activity Sheet 1.3.(p8)

2. Ask the students to suggest problems and threats. They can refer to the posters from the last activity for ideas. Write these in a list on the board.

3. Tell the students to write the threats (problems) in the left hand column of their table.

4. Now ask the students to come up with a solution for each of their listed problems and write them in the right hand column.

5. Discuss the solutions as a class and decide which would work, which wouldn’t, which are the best.


Activity Sheet 1.1


Activity Sheet 1.2:TOPIC: Betty’s habitat

What does it look

What does it feel like? What does it sound like?

Biodiversity Unit 2: Barking up the Right Tree VELS 3 of 20Created by Alpine Shire, Indigo Shire and the Rural City of Wangaratta June 2009

Activity Sheet 1.3: T Chart

PROBLEM SOLUTION

TITLE: Threats to Betty Barker


Activity Two: Betty’s Food Web

Overview:In this activity, students will physically replicate the connections between the different organisms in an ecosystem based on diet and habitat needs. They will gain a deeper understanding of the direct and indirect reliance of each organism on others.

Remember to download the Food Web Activity Sheets from the SEED website (located in the same section you downloaded this unit from http://www.necma.vic.gov.au/ResourceLibrary/ForSchools/topic.aspx?tpk=20&lvl=2 )

Duration: Part 1: 1 hour Part 2: 1 hour

Equipment:

Craft materials to make masks/hats i.e. Coloured paper, paper plates, pipe cleaners, wool, icy pole sticks, glue, sticky tape, textas (recycled materials make this activity even more sustainable).

Laminated (optional) copies of Food Web Activity Sheets (download from (http://www.necma.vic.gov.au/ResourceLibrary/ForSchools/topic.aspx?tpk=20&lvl=2)

Hole punch Scissors Two balls of string Poster paper Activity Sheet 2.3 (page 12)

Activity:

Part 1: Playing a part

1. Allocate a Food Web Activity Sheet (plant/animal card) to each student, except for one who will be the sun. If you have less than 29 students, you can leave some of the components out. If you have more, you can double up on cards.

2. Explain to the students that these are all components of Betty’s ecosystem. Ask the students to read the cards quietly for 5 minutes to learn about their component.

3. Give the students access to the craft materials and have them create a hat or mask to represent their component.

4. While the students are creating, punch two holes in the top of each card and tie a length of string to fit around the students’ neck.

5. Ask students to make a large circle, wearing their hat/mask and with the card around their neck.

6. Place the sun in the centre of the circle with the ball of string. They will represent the energy transfer between the components of the ecosystem.

7. Start with any student and ask them to identify where they sleep or what they eat (e.g. Kangaroo eats Tussock Grass).

8. The ‘sun’ gives one end of the string to one of the components (e.g. Kangaroo) and takes the other end to the other connected component (e.g. Tussock Grass) and asks them to hold onto the string.




9. Ask the students to now identify something else that is connected to one of the components (E.g. Eats it, lives in it or is eaten by it...).

10. Have the sun roll out the string and hand it to that other component.

11. Continue with that thread until there is no-one new to pass it to. Break the string and start again with a new animal and a new web. Keep holding the original string.

12. After a while you will have a range of webs, and all the students should be connected to at least 3 otherstudents.

13. Explain to the students that they are now connected in Betty’s food web. Ask them what would happen if one component was damaged. For example, the Red Gum is cut down. Ask the Red Gum to sit down, and then everyone who is attached to the Red Gum is also to sit down.

14. Repeat this with a range of impacts such as:- A decrease in water quality- Loss of tussock grass- Pesticides kill the invertebrates- Koalas eat all of the Yellow Boxes

15. When you feel the students have sufficient understanding of food web dynamics through this exercise, ask them to sit back at their desks. As a class, develop a wall chart of the web of life that they themselves are part of. Have the students contribute ideas of what they eat, where that food comes from, what that food eats/needs to survive, what else relies on that food. Join up the links on the chart with string or wool.

Part 2: It’s all connected, we need to protect it!

1. Explain to your students what happens when a species becomes extinct – that the last animal or plant dies, so there are no more left in the ecosystem at all. Sometimes there are none left on the entire planet. When a species has lots of threats and problems, like the Barking Owls, we get very worried that they will become extinct. Ask the students to think about why we would be worried.

2. Draw a set of balance scales on the board and use it to explain to the class what happens when you lose components from an ecosystem – it becomes unbalanced. If you have access to a set of scales, you may like to use them; or perhaps make some simple scales with the class. You could use them to represent decreases in native species correlating to increases in pest species.

3. Have the class write on a piece of paper:

If Barking Owls became extinct:

And ask them to work with the person beside them to think of three things that would happen and write them underneath. Encourage them to think about the food web activity to give them clues about what and who would be affected if there were no more Barking Owls. Remind them to also think about how they (as people) would feel about Barking Owls disappearing.

4. While they are working on their responses, copy the template from Activity Sheet 2.3 (p12) onto the board or use a smart board.

5. When you are satisfied the students have had enough time, ask each pair to give you their most important impact. Write their top 16 answers on the board. Take this list and write the answers in round 1 column. Remember to mix up the answers so that the important ones are not ‘knocked’ out in the second round.

6. Work with your class to combine and refine the responses through the competition organiser to come up with one final statement which covers the most important aspects.

7. This is your class’ marketing message to promote the conservation of Barking Owls.

8. Have each student design a bumper sticker with this statement as the focus.


Activity Sheet 2.3Topic: If Barking Owls Became Extinct.... Round 1 Round 2 Semi-Final Final Winner

Activity Sheet 2.4

1

2

3

8

7

6

5

14

15

13

12

11

10

9

4

16

Biodiversity Unit 1 Planting an Idea: Ecosystems VELS 3 of 20Created by Alpine Shire, Indigo Shire and the Rural City of Wangaratta, 2009

Activity Three: Action Plans

Overview:Students will gather together all the information they have learned so far about Barking Owls and research further to develop a simple action plan for the survival of the species. They will begin to understand the real life difficulties of conservation of endangered species and how many different aspects need to be considered.

Duration: Part 1: 30minPart 2: 45min

Equipment:Copies of Activity Sheet 3.1 (page 14) and Activity Sheet 3.2 (page 16)

Activity: Part 1: Understanding Action Plans

1. Divide the class into small groups of 3 or 4.

2. Give a copy of Activity Sheet 3.1 to each group.

3. Explain to the students that in Australia, when a species is threatened, like the Barking Owl, we want to help protect it and increase the population. Remember how important each species is to a healthy ecosystem. To help protect a threatened species a report is written about that species and it is called an action plan or recovery plan.

4. Assign each group 1-2 of the following things:- Reasons for listing as threatened- Past range and abundance- Present range and abundance- Ecology (Habitat, diet, behaviour etc.)- Threats- Actions required for recovery

5. Ask each group to read the action plan and look for the section of the Action Plan that relates to their 1-2 topics.

6. When each group has found the section relating to their topic ask one student from each group to read aloud the relevant section to the class.

Part 2: Creating an Action Plan

1. Keep the students in the same groups and give each group a copy of Activity Sheet 3.2.

2. Ask each group to fill in each of the SCAMPER sections with answers that will help Betty Barker survive.

3. Ask each group to share their answers with the class.

Let the students know this is a simple action plan with actions to help Betty survive.


Activity Sheet 3.1


Source: Department of Environment, Heritage, Water and the Arts, Australian Governmenthttp://www.environment.gov.au/biodiversity/threatened/publications/action/birds2000/pubs/barking-owl.pdf

http://www.environment.gov.au/biodiversity/threatened/


Activity Sheet 3.2

SSU

BSTIT

UTE

Wha

t ca

n be

su

bsti

tute

d to

pr

otec

t Be

tty?

C

COM

BINE

–W

hat

asso

rted

id

eas,

si

tuat

ions

, m

ater

ials

can

help

Bet

ty?

A

ADAPT

–H

ow c

an

hum

ans

adap

t so

tha

t Be

tty

can

live?

M

MODIF

Y –

Wha

t ca

n hu

man

s m

odif

y so

Bet

ty c

an

surv

ive?

P

PUT B

etty

in

the

pict

ure

–wh

at n

eeds

to

happ

en s

o sh

e ca

n liv

e?

E

ELIM

INATE

–wh

at n

eeds

to

be

stop

ped

so B

etty

ca

n liv

e?

R

REARR

NGE

or

REVE

RSE

the

impa

cts

to h

elp

Bett

y su

rviv

e.

Action Plan to Save Betty Barker


BIODIVERSITY UNIT 2: BARKING UP THE RIGHT TREELEVEL 4: VELS LINKS Activity Description of

ActivityLinks to VELS 3(DOMAIN: Dimensions) Links to VELS 4(DOMAIN: Dimensions)

1. Where are...the Barker’s?

Part 1 DVD

ComprehensionSCIENCE: Knowledge and Understanding Describe natural physical and biological

conditions, and human influences in the environment, which affect the survival of living things

ENGLISH: Reading Students interpret the main ideas and purpose of

texts

Speaking and Listening They listen attentively to spoken texts, including

factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions

COMMUNICATIONS: Listening, viewing and responding Students develop interpretations of the content and

provide reasons for them

PERSONAL LEARNING: Individual LearnerStudents seek and respond to teacher feedback to develop their content knowledge and understanding

ENGLISH: Speaking and Listening When listening to spoken texts, they identify the

main idea and supporting details and summarise them for others.

Part 2 Y Chart

SCIENCE: Knowledge and Understanding Describe natural physical and biological

conditions, and human influences in the environment, which affect the survival of living things

COMMUNICATIONS: Listening, Viewing and Responding Students develop interpretations of the content and

provide reasons for themPresenting Students summarise and organise ideas and

information, logically and clearly

Part 3 T Chart SCIENCE: Knowledge and Understanding

Describe natural physical and biological conditions, and human influences in the environment, which affect the survival of living things

HUMANITIES: Geographical Knowledge and Understanding They compare the various ways humans have used

and affected the Australian environment Students recommend ways of protecting

environmentally sensitive areas in a sustainable


Activity Description of Activity

Links to VELS 3(DOMAIN: Dimensions) Links to VELS 4(DOMAIN: Dimensions)

HUMANITIES: Knowledge and UnderstandingDescribe how aspects of places in their local area have

changed over time

THINKING: Reasoning Processing and InquiryStudents collect information from a range of sources to

answer their own and others’ questions

way

THINKING: Reasoning Processing and Inquiry They distinguish between fact and opinion They use the information they collect to develop

concepts, solve problems or inform decision making

2. Betty’s Food Web Part 1 Understanding a

food webSCIENCE: Knowledge and Understanding Students identify how features operate together to

form systems which support living things to survive in their environments

THINKING: Reasoning Processing and Inquiry Students apply thinking strategies to organise

information and concepts in a variety of contexts, including problem solving activities

ARTS: Creating and Making Students create and present works in a range of

arts forms that communicate experiences ideas, concepts, observations and feelings

SCIENCE: Science Knowledge and understanding They identify and explain the relationships that exist

within and between food chains in the environment

THINKING: Reasoning, Processing and Inquiry Students use the information they collect to

develop concepts, solve problems or inform decision making

COMMUNICATIONS: Listening, Viewing and Responding They develop interpretations of the content and

provide reasons for them

ARTS: Creating and Making Students consider purpose and suitability when

they plan and prepare arts works for presentation

Part 2

Competition Organiser

SCIENCE: Knowledge and Understanding Students use appropriate scientific vocabulary to

describe and explain observations and investigations

Students identify how features operate together to form systems which support living things to survive in their environments

THINKING: Creativity Students apply creative ideas in practical ways

SCIENCE: Science Knowledge and understanding Students apply the terms relationships, models and

systems appropriately as ways of representing complex structures

They identify and explain the relationships that exist within and between food chains in the environment

THINKING: Creativity Students use creative thinking strategies to

generate imaginative solutions when solving




and test the possibilities of ideas they generate

Reflection, Evaluation and Metacognition They identify and provide reasons for their point of

view , and justify changes in their thinking

INTERPERSONAL DEVELOPMENT: Building Social Relationships Students demonstrate respect for others

problems

Reasoning, Processing and Inquiry Students use the information they collect to

develop concepts, solve problems or inform decision making

INTERPERSONAL DEVELOPMENT: Building Social Relationships Students demonstrate, through their interactions in

social situations, respect for a diverse range of people and groups

They demonstrate understanding that there are different viewpoints on an issue, and contribute to group and class decision making

3. Action Plans Part 1 Action Plan

creation

Part 2 Scamper

SCIENCE: Knowledge and Understanding Students use appropriate scientific vocabulary to

describe and explain observations and investigations

Describe natural physical and biological conditions, and human influences in the environment, which affect the survival of living things

HUMANITIES: Knowledge and Understanding From direct observation or observation of a variety

of media, students describe the human and physical characteristics of their local area and other parts of Victoria

THINKING: Reasoning, Processing and Inquiry Students collect information from a range of

sources to answer their own and others’ questions They question the validity of sources when

appropriate They apply thinking strategies to organise

HUMANITIES: Geographical Knowledge and Understanding They compare the various ways humans have used

and affected the Australian environment Students recommend ways of protecting

environmentally sensitive areas in a sustainable way

THINKING: Reasoning Processing and Inquiry They distinguish between fact and opinion They use the information they collect to develop

concepts, solve problems or inform decision making

COMMUNICATIONS: Listening, Viewing and Responding Students develop interpretations of the content

and provide reasons for them

INTERPERSONAL DEVELOPMENT: Working in Teams




information and concepts in a variety of contexts, including problem solving activities They provide reasons for their conclusions

INTERPERSONAL DEVELOPMENT: Working in Teams

Students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task

Students accept responsibility for their role and tasks

unit 2: barking up the right tree - seed home...biodiversity unit 2: barking up the right tree vels...

Documents