Worksheets 3 to 6 - Australian Reptile Park

Transcription

AUSTRALIAN
REPTILE PARK
Teachers Resource Kit
3-6
YOUR AUSTRALIAN REPTILE PARK VISIT
The following Leader's guide questions are also ordered
according to the animals & their exhibits.
THE FOCUS…
General motivation, stimulation and development of students'
observational skills & conceptual thinking.
THE OBJECTIVE…
For students to clarify, develop or answer their own questions
in their interest area or specified study area.
THE GUIDE…
These questions are 'the guide for the guide'. Use at your own
discretion according to individual interests & class study
requirements.
THE FACTS…
A few animal facts are included for the guide to elicit according
to appropriate level & language development. Otherwise read &
discuss information on signage during your visit to the Park. For
further
information
prior
to
your
visit
usk
on
our
website: www.reptilepark.com.au
Guide for the Guide
S2 – S3
CRITTERS IN YOUR GROUP
1.
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2.
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3.
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4.
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5.
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6.
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7.
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8.
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9.
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10.
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11.
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12.
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13.
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14.
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LEADER…
~ You do not need to follow these sheets exactly.
As the title suggests it is simply a guide.
~ You’ll find that the order of the topics is
generally related to the Reptile Park Map.
However, you don't have to take this path. See
what you like when you like and simply turn to
the appropriate section in your guide.
~ You can select questions and ideas from the
information provided or devise your own.
Included are a few extra facts that you may
use to motivate the children interest.
~ You can also use the information posts and
signs placed around the park. Maybe your
group can read to you!
~ Remind your group to use their eyes to see, ears
to listen and voices for quiet discussion with the
people around them. Some animals are
sensitive to noise and will hide.
KANGAROOS AND EMUS –
Alike and very different.
Both these animals eat similar foods and will travel long distances to
find food (grasses). But they are very different animals.
- Look at the way their locomotion. Perhaps with a partner, discuss
any experiences you may have had with one in the wild. Where &
when did this take place. What were they doing? How were they
getting around? Are these animals behaving differently?
What else is different & why?
- their feet (padded furry paws and bony claws)
- running? (both feet at the one time and the other uses their feet
one at a time)
- what about their skin covering? (feathers – fur)
- what about their mouths? Describe the differences
- wings – front feet
- what about their young? (one lays eggs the other nurtures a live
baby in a pouch)
- What else can you find that is different between the two and what is
alike?
GALAPAGOS TORTOISE
-
How would you describe the tortoise?
-
Read the information sign & assess how the tortoise would fit in its habitat
-
Compare what this tortoise eats in the wild & in captivity.
-
How heavy can this tortoise weigh? What else do you know that might
weigh this much? What else do you know that can grow this old?
Activity: You might get the children to find out what the latin name of the
Tortoise means. Take a guess & then back it up by asking a keeper or
researching it back at school. The guide is to take a note of all the guesses
to compare.
TASMANIAN DEVIL
-
Why do you think the Tassy Devil is extinct from the mainland of Australia?
Not because of lack of habitat but because of the introduction of dingoes
approximately 5000 years ago.
-
Why then did the numbers of Tassy Devils increase dramatically in Tasmania
when the Europeans arrived?
Due to the introduction of livestock ie sheep, goats, cattle. Devils are
mainly carrion eaters (eat dead flesh) so they would eat the ones that were
already dead most of the time. Don’t be mistaken though, they do hunt
too!
-
Do you know anything of the plight of the Tassy Devli in Tasmania?
The Devils you see at the Park are part of national program to help save the
species. In the wild Devils are suffering from a contagious disease called the
‘Facial Tuma Disease’ that is probably spread due to the face to face
contact adult devils encounter when fighting over territory & food. Just
have a look at the size of the head & jaws… there’s a lot of potential for
damage right there!
KOALA
(Go through the Nature Walk Entry)
-
We all know what adult Koalas eat, but do you know what Koala joey’s eat?
Koalas aren’t born with the enzyme to digest Eucalyptus Leaves. These leaves
are toxic to other animals & to humans if we eat enough of them. So young
koala’s, after they are weaned off their mother, eat ‘faecal pap’. That is, half
digested leaves mixed with poo for the first 3 days or so…Eeeeew!
-
Why do you think Koalas just sit still all day?
Koalas can be very active before feeding because they are hungry & looking
for food (See our 12.30pm talk). But once they eat then they sleep. It takes a
lot of energy to digest Eucalyptus leaves so they need to rest while this is
happening. Compare this to when we eat lollies (sugar gives lots of energy) but
these leaves work in the opposite way.
-
Look at the chests of some of the biggest koalas in the enclosure then look at
the others. Can you notice anything different?
Notice the larger ones (the males) have a bald spot on their chest. It smells like
musty eucalyptus and they use it to mark out their territory & mark the tree of
the 5 females he has visited during mating season. At this time of the year you
may hear the males ‘call’ or ‘growl’ to tell other males to ‘back off buddy’
-
Why do you reckon Koala have small eyes but big noses?
They don’t need to see (or hear) well because they have no natural predators
(although sometimes joeys become food for eagles or goannas). They do
however need a strong sense of smell so they can distinguish between the right
& wrong leaves ie different species of eucalypts and the most succulent
parts…the tips!
AMERICAN ALLIGATORS
-
Why do you think they float in the water like they do?
-
What part of their bodies can you see on the surface of the water? Why do
you think these parts are sticking out?
-
How long do you think they are?
Compare your own length or that of an adult.
-
Can you see any Gators on the Banks of the Lagoon? What do you think they
are doing? Why aren't they in the water?
-
How many can you count in the water, on the bank or both?
Miniature WATERFALL
This is an opportunity to stop, look and listen to the environment. Children could
close their eyes and relax.
-
What sounds can you hear? Who can hear leaves rustling, water running, birds
chirping and children’s voices? What else can you hear?
-
What does the area smell like?
Dampness, soil, plants, strong smells or faint smells?
-
Have the children touch different surfaces and describe what they feel like...
-
Look at the ground among the bushes. What can you see? Would this be a
good place for small animals to hide and live? Lizards, Snakes, Insects
Point of interest: Investigate the ‘Mint Bush Walk’. Find some specimens. Do they
look exciting? Maybe not but they are an endangered species of plant still found
on the Somersby Plateau. Endangered due to numerous industrial estates,
agriculture and an increase in human population. These specimens were
collected & transplanted as part of a species management plan.
BLACK COCKATOOS, PHEASANT COUCALS &
GANG GANG COCKATOOS AVIARY
Black Cockatoos are like Koalas in that they like mainly one type of
food best… Casuarina Seeds.
- What ways can we help to look after this bird?
Don’t cut down native Casuarinas and plant more of them
Pheasant Coucals
-
Look in the undergrowth for these. They nest in the thickets of scrub
with a dray shaped nest (spherical) for protection from all sides
Gang Gang Cockatoos
- One of the Gang Gangs is the female and one is the male. Which
one is which? Males have the red head.
-
Why do you think this is the case?
Male attracts female. He needs to be 'beautiful / pretty' to attract a mate. This is what
happens in the bird kingdom.
Wonga Pidgeons
- Look on the ground for these. They are white underneath & grey on
top. Why do you reckon they use these colours?
To camoflage…like the clouds from underneath & the trees from the top
Regent Honeyeaters
-
These beautiful little nectar feeders are under serious threat in the wild due to habitat
destruction. Found in the farm belt from Mudgee/Lithgow down into Victoria
KING PARROT, EMERALD DOVE,REEN
CATBIRD & SATIN BOWERBIRD VIARY
-
Which ones are King Parrots? What colour are they? What is different about
them?
Red coloured head is the male, like the Gang Gang Cockatoo
-
Where do you see the Emerald Dove? … on the ground.
Why do you think its there?…to eat the fallen fruit and seeds
-
Why do you think the Green Catbird is called a Catbird?
… because its call sounds like a 'meow'.
-
How many Brown Pidgeons (‘Cookoo Doves’) can you see?
They’re hard to spot because they live in the shadows & they’re mottled to blend
in with the speckled sunlight – great camo hey?
-
Look at the beak of the Satin Bower Bird and compare this beak to the Black
Cockatoo. How are they different?
The Black Cockatoo powerful beak crushes fire-resistant fruits to access the
seeds and the Bower Bird's beak is slender to eat rainforest fruit & worms
- What do you think the ground nest-like feature is? What do you
think it is used for?
The Male Bower builds this bower to attract the female. He
decorates it with anything blue and then struts around singing to
lure the females to him. They then mate and go their separate
ways.
- Can you see our tame Kookaburra? If you know how to mimic the
Kooka’s call, do it & see what happens… Why do you think she calls
back like this? Because it’s her territory & she’s the man!
- Can you see the Kookaburra’s relative? The Sacred Kingfisher
found Australia wide. Can you see the similar features?
OWL FLIGHT
Students should observe the different features, postures and behaviours of the
birds in the 'Owl Flight' i.e. Barn Owls, Boobook Owls and Tawny Frog Mouths
(Night Jars not Owls!)
-
Concentrate on the 2 different species of Owl in this enclosure. Can you
identify differing & similar features
There are 2 different types the ‘Tytos’ & the ‘Ninox’. The Barn Owls are ‘Tytos’.
They have a dish shaped face that they move to receive soundwaves. The
Boobooks (Ninox) locate their prey & predators in a different way… they have
bigger eyes & therefore better vision for that purpose.
Both species dine on small rodents, reptiles & amphibians. They tear their food
apart into bite size pieces with the use of their powerful beaks. The prey is also
dead before it is eaten as the Owl’s sharp talons crush, stab & kill their prey.
-
What bird in here is not an Owl?
The Tawny Frog Mouth is not an Owl, although they are closely related. They
are one of the ‘Night Jar’ family. They have a “smiley” beak not a hooked one
like the Owl. Owls catch much larger prey that can’t be swallowed whole.
Tawny’s only catch what they can consume whole, like bugs, beetles & spiders.
Yes, the Tawny Frogmouth is considered ‘insectivorous’ & the food is alive when
caught & swallowed into the bird’s crop.
Take a stroll through the rest of the NATURE WALK.
What do you see?
WOMBAT BURROW
- What large burrowing Mammal do you think made this hole?
- Ask your group if they can list the features of a Wombat that makes
them suitable for life underground – then check the Wombat
enclosure for proof!
BAT AVIARY
- Look to the top of the enclosure. Can you see the group of Flying
Foxes? Hard to miss hey? But look closer. Why do you think they
are considered more closely related to humans than other
Australian mammals or marsupials?
Bats wings are like an extended arm & hand with a membrane in between. That is, they appear
to have 4 fingers & a thumb
-
Bats are found all over the world & there are 100’s of different species. But there are 2 main
groups: Macro & Micro Bats.
Macro Bats: Flying Foxes are examples of these. They are bigger than microbats & are
Fruitarians ie fruit eaters. Their diet at the ARP includes such fruits as apples, pears, honeydew,
rockmelon, pawpaw, grapes, water melon. They have good eyesight, smell & memory. The
Female bat shows its young where to eat, how to get there & where to roost safely.
Micro Bats: are tiny, can be the size of a newly hatched chicken & insects are their main diet.
They use echo location to find food & a safe place to roost. That is, they use a constant high
pitched screech that spreads & bounces off everything & bounces information back. It’s like
sending out a radar. This gives them a clear picture…they see as we see.
CASSOWARY
- Can you find the Cassowary Bird among the Bush?
It may be difficult to find because they hide in dense bushland like
rainforest habitats. This is a matter of survival for them & the reason
they are endangered in the wild i.e human encroachment eg
housing, logging, tourism. The reduction in Cassowary numbers has
had a serious effect on the rainforest vegetation too because they
eat the fallen fruit, partially digest it & pass out the seeds ready for
germination through their faeces.
- Can you see the Cassowary’s crown?
-
This is made of keratin like your fingernails & hair. It actually consists
of solid matted feathers.
PARMA WALLABY
These animals prefer dense bushland during the day to sleep. They
search at night for food.
- Can you tell the difference between the Parma Wallaby and the
Kangaroo?
Discuss size & shape
- What features of other well-known animals does the Parma Wallaby
have?
Looks similar to a Possum, has legs like a Kangaroo and big Bilby like
ears.
CAPE BARREN GOOSE
These birds do not like uninvited visitors. They become extremely aggressive if
other animals come near their homes.
-
Can you make the same sound as the Cape Barren Goose?
-
Notice their feet & feathers. How is this helpful when living in and around water
and muddy areas?
Webbed feet help with swimming and feathers naturally repel water
WOMBATS
These animals sleep during the day and graze at night on grasses.
-
Describe the Wombat's feet & how they may be useful for life underground?
They have very long, sharp and strong claws that are used for digging complex
& deep burrow systems and for gathering food.
-
How do you think the Wombat might protect its young?
They keep their young in a backward facing pouch but also have a large
pelvic plate that can crush uninvited guests that may enter their burrow.
DINGOS
- Have you heard the Dingo today? Were they barking?
No, they don’t bark but you'll hear them howl several times during
the day
- Why do you think their enclosure was built with high walls?
The Dingo is Australia's largest Mammal Predator i.e. they hunt other
animals for food. Oh no, they could eat some of the other animals
at the Park…and they would.
ECHIDNA
These animals are monotremes like the Platypus. They are oviparous in
that they lay eggs & keep the egg warm with their body until it is
hatched. The newborn puggle remains attached to the mother to
keep warm and to suckle milk from the mother.
- When do you think the puggle might leave the pouch?
When it becomes too spiky of course! A puggle is hairless &
spineless when hatched & kept in a temporary pouch until it
becomes too uncomfortable for the mother to carry the prickly 4
month old around any longer.
- How do you think an Echidna may defend itself in the wild?
When it feels threatened it will roll into a ball using its spines for
protection (their bellys are so soft!) & if they can they’ll use their
strong spade like claws to dig down & suction themselves to the
ground
Elvis THE
CROCODILE
Saltwater Crocodiles inhabit the tropics of Australia. It is much hotter
there than here on the Central Coast. Therefore for Elvis to survive &
be able to eat & digest his food, the water in his pool needs to be
heated, as well as salty, similar to the tropical waters where he would
live in the wild.
- Can you see any of his teeth when his mouth is closed?
Yes it is obvious that every 3rd bottom tooth is sticking up & on the
outside of his jaws when his mouth is closed
- Crocodiles and Alligators have slightly different shaped snouts. Can
you tell the difference?
Alligator’s snouts are broader and shorter in proportion to a
Crocodiles
- Do you think Elvis's skin would be hard or soft?
Elvis’s skin or scales are made of Keratin, like your fingernails. Rub
you nails that is what Elvis's skin feels like except a lot tougher &
bumpier on his dorsal side (on top) & softer & more pliable on his
ventral side (underbelly).
REPTILE PITS
- Ask the members of your group what sort of animals they think they
will find here.
- Ask them to describe what they can see
…animals & environment.
- What are the animals living in?
Where did you find that one?
…amongst little shrubs, under rocks, on sand, in the water etc
- Is it damp, dry, open to the sun, bushy with lots of leafy plants?
Explain that the ARP is trying to copy the habitat / place you find
these animals in the wild.
Eastern Long-necked Turtle
These turtles look for food in muddy rivers, swamps and ponds such as
fish, tadpoles, frogs and small crustaceans. They can use their front
claws to break up food that is too big to swallow. If the weather is very
dry they can bury themselves under leaf litter and in mud to keep
moist.
- Notice the skin on the turtle. What might it feel like to touch?
- How might the shell help to protect the turtle?
- The turtle has special feet. How do you think these feet would be
useful when living around muddy, wet areas?
Lizards
- What is their skin like?
- What colours are they?
- Describe their legs
x 4, short with fingers/claws, some have long claws etc
- Can you see their ear openings?
Unlike snakes, lizards have ear openings & can hear
- How are they moving about?
Quickly, sprightly, clumsily, jerkily, smoothly?
- Are there any Lizards sun baking?
We call this basking
- Why might they be doing this?
What is the weather like today?
Discuss how in the cold weather you might not see them move or see them at all. We call this
hibernation. Look in the ‘Lost World of Reptiles’. The animals in here will be visible &/or moving.
This has everything to do with being warmer in here. The lights give out heat > reptiles are coldblooded > they need heat for energy > not food like in humans etc
Snakes
- Can you spot any snakes?
Snakes are effective at the art of camouflage. They are short (only
an inch or so high in some cases) and even though their scales are
shiny, they blend in well to the tussock they are wrapped around,
rock they are sitting on. They are also silent…they will hardly give
away their position by making noise.
- Where are they?
On/under a rock, in grasses, in water etc
- Why do you think they are there?
Hiding, basking, waiting for food (prey)
- How are they sitting?
How are they moving?
Coiled (to keep heat inside), spread out in a line / flattened out
(heating up in the sun), slithering, swimming (red bellies & tigers are
renowned for their swimming ability). Use a part of your body to
show how the snake is sitting or moving.
- What colour are they? What patterns can you see on their scales?
Red Belly Black Snakes - black & red
Black to camouflage & heat up quickly but also looks like a danger sign when matched with
red!
Tiger Snakes – Striped brown & yellow, shades of grey etc. The colour
of the Tigers varies with habitat so they can blend in. But this may also
depend on climate Eg. The ones in Tasmania are jet black because it
can get very cold down there. Remember…black heats up quicker &
reptiles need to heat up to go about their business (moving, feeding,
striking etc). Think about it…we see more reptiles in Spring & Summer
than the other seasons. Try this experiment – go outside with a white
shirt on & then with a black shirt on. In which shirt do you get hotter the
quickest?)
- What do you think they would feel like?
PLATYPUS
The Platypus finds food at the bottom of muddy rivers. They eat other
animals such as worms, yabbies and insect larvae.
- Can you see the snout and feet? Why would these be useful to
have?
They have a duck-like snout for scooping up mud to find food,
webbed feet for swimming and sharp claws for digging burrows.
- How do you think the Platypus breathes?
They come to the surface of the water to get air through two holes
in the bill.
- Do they sleep underwater?
The Platypus digs a burrow above the waters edge in the muddy
bank.
- Check out the Platypus breeding ponds. Can you find a burrow?
They are man-made boxes with sphagnum moss, seaweed, dirt and
leaf litter in them to help promote breeding. They are artificial
burrows made to simulate the natural habitat of the Platypus.
Point of Interest: The Platypus usually lays two eggs in the burrow and
keeps the eggs warm with her body until they hatch 2 weeks later.
Teachers Notes
S2 – S3
ORIENTATION TO THE PARK
Orientation to 'The Park' can occur prior to your visit, with a revision
upon arrival.
You could decide to orientate the students by using the map included
in classroom activities*.
Upon arrival see reception to clarify the whereabouts of facilities
(demonstration pit, toilets, kiosk, undercover areas, gift shop etc). Our
friendly reception staff will…
• inform you of your 'Educational Talk' times
• offer you a 'rule sheet' for you to explain to your students
• give you the chance to have your say about your day! A
feedback form will be available on your arrival. We care about
what you think & your comments could definitely help in our
'evolution'.
* You may choose to use this map as part of your maths studies in map reading
(reading signs, aerial views, following & giving directions etc). This can be fun,
relevant & partner or class activities can easily be developed. Example: One
student decides where s/he wishes to go in the park. They write this on a piece of
paper. This student then verbalises the appropriate directions. The partner follows
the directions using their 'walking fingers' on the paper to find the destination
TEACHER'S NOTES
Blackline Master Sheets are ordered according to the animals your students will
find at the Reptile Park & are broken down into stages
(ES1 - S3) thereafter. All the sheets from all stages are included because our crew
at 'The Park' understand that a class is invariably comprised of students at different
learning stages.
Some of the Teacher's notes will include detail on particular animals to assist in the
explanation of further activity ideas. If you need to have other fauna / flora facts,
do not hesitate to access our website: www.reptilepark.com.au or call our helpful
staff for further information.
ALLIGATORS
S2
Page 1 - Information Report. Students to correctly label identified physical features of an Alligator in
their own writing. Use the features listed below. Students to use adjectives to describe what they
saw &/or felt during their experience with an Alligator at the Reptile Park.
Page 2 - Life Cycle of an Alligator. Students to sequence the cycle by numbering the stages from 1
to 5 & label the stages with appropriate descriptions / headings.
Eg
1. Mother/Female laying eggs
2. Mother/Female protects nest
3. Baby alligator hatches
4. Mother teaches ambush hunting
5. Adult
S3
Page 1 - Narrative. Students to use facts / information they obtained from their Reptile Park visit
(posssibly from further research too!) to write a creative writing piece. Illustrate.
Suggested Activities: Students can improve their computer skills by typing, editing & printing their
story &/or giving an oral presentation to the class. Perhaps this can be for their portfolio!
Page 2 – Students to compare and contrast an American Alligator with a Saltwater Crocodile.
Interchange this language with “similarities and differences”. After class discussion, individual
research &/or visit to The Reptile Park students to fill in boxes outlining similarities & differences.
Some examples are as follows…
SIMILARITIES
- Survivors of the Dinosaur era
- Were once (or remain to be) threatened by human intervention Eg habitat destruction,
extermination due to fear or ‘problem crocs’, poaching/smuggling for trade, some now protected
- Eyes, Nostrils & Ears set high on the head. This relates directly to their excellent ability to ambush
/ hunt their prey
- Tail propulsion to swim, keeping limbs close to body
- Well adapted to aquatic life (ability to camouflague, swim, hunt, see in water - all have
nictating membrane or 3rd eyelid to act as goggles) but can & at times must move around on
land
- Females very protective, maternal & aggressive during nesting & raising young
-
The visual & oral breeding habits between the sexes are similar (back arching,
growling, vibrating, spraying water)
Aswell as throat valve, tough outer skin, strong muscular tail, front and hind feet
& legs
ALLIGATORS
S3 Page 2 cont…
DIFFERENCES
- Habitat (Saltwater/Freshwater Crocs live in Tropics / American Alligators live in
cooler climates
- Size (Crocs found up to 6m / Gators 3-4m)
- Shape of Head / Snout / teeth formation (Crocs are larger, but longer & more
narrow, Gators more rounded
- The above is directly related to the food they catch (Crocs take larger prey
from banks of swamps/rivers, they have the ability to rip & tear. Gators have
shorter blunter snouts used for crushing prey eg turtles, smaller mammals & birds.
Suggested Activities: As a class discuss these animals’…
- Habitats / Distribution
- Locomotion
- Appearance
- Structural Features
- Behaviour
The above areas are interconnected. It is almost like a maths formula…A + B + C +
D = Z. Remind the students that out of these questions arise many more questions
& from the information gathered, conclusions / theories are formed.
Students at this level can find out the facts & understand their meaning in the
scheme of things. The next step, however, involves the students developing their
own theories as to why an animal is the way it is, why it does the things it does, why
it lives in certain environments, climates & certain parts of the world.
Example: The aggressive nature of Crocodiles can be discussed. Study their
evolution. They live in tropical areas (Alligators live in a more temperate climate
like the Central Coast. That’s why we heat Eric the Croc’s pool but let the
Alligators hibernate in their natural lagoon from Easter to Spring). In the Tropics, the
food chain involves much bigger animals, much more ‘life’, a great deal of
competition for food & survival. Many animals have been after an adult Croc
since the time it was an egg. Less than 1% grow into an adult croc the size of Eric
& therefore they have had to be aggressive to achieve this. ‘Survival of the Fittest’
– What does this mean? This in itself has connotations for our species & other
species in certain environments. E.g. introduced flora (lantana, bitou bush etc) &
fauna (Cane toads, cats etc). Explore.
TURTLES AND TORTOISES
S2
Page 1 - Students to follow the maze in order to discover / clarify the great age these animals live
for. Answer: 150 years. Colour Hugo the Tortoise
Page 2 - Students to complete the comprehension on the Galapagos Island Tortoise information
report.
Questions & Answers:
1. How long can these tortoises grow? What else is this long?
Answer:
1 Metre. Students to estimate what familiar objects may be a metre, then measure
some.
2. How heavy can they get? What else is this heavy?
Answer:
180Kg. Students to estimate what familiar objects may be of a similar weight. How
did the students calculate this? Discuss how students can compare / measure
something of this weight. Use concrete examples such weighing themselves using
bathroom scales & placing them in a group.
3. Why do you think the shape of the shell may be different in tortoises & turtles?
Answer:
N.B Students are not expected to know with certainty, however using their prior
knowledge & lateral thinking is an effective Brain Strain!
Domed – to fit their insides in i.e vertebrae / backbone is attached, organs inside,
discuss the body & compare to the human species. AND this may relate to the
environment you may find these animals ie they look like small or large moving rocks
– that’s when they actually do move of course!!Camouflage is always a good thing
in the wild
Flat – AKA streamlined. Good for reducing resistance in the water for ease of
swimming. Discuss the Aussie Freshwater Turtles & the Oceanic Turtles. AND
sometimes females in particular have a flattened or ‘dip’ in their shell. This revolves
around mating & ‘logistics’. See one of the Parks’ Galaps called ‘Dippy’
Raised area above neck – to be able to lift long neck to reach vegetation.
4. Name 2 ways Galapagos Tortoises stay cool in hot weather?
Answer:
Spending time in the mud & water holes
5. Give examples of 2 types of food they eat in the wild and 2 in captivity
Answer:
WILD…Grass, tree bark, cacti & low growing shrubs
CAPTIVITY…Carrots, bamboo stalks, hibiscus leaves & flowers
6. How many giant tortoise birthdays could the Reptile Park be celebrating? What would be a good
party idea?
Answer:
This is a bit of a tricky question. The answer is over 300 parties & your students
are bound to have the most creative party ideas.
TURTLES & TORTOISES
S2 cont…
Page 3 - Students will be learning concepts relating to discussion & exposition. Students
are required to provide both sides of an argument with a view to debating for a team.
The issue being “Should people in Australia be able to keep freshwater turtles as pets”.
Suggested Activities: Students could ask an expert’s opinion. They don’t have to be shy
about asking a keeper at the Reptile Park what they think! For 1st hand information,
students could ask their parents, grandparents or another adult if they kept one as a pet
when they were kids. It would also be necessary to study these animals & their needs. Use
library resources or look on our website [www.reptilepark.com.au]. Students to come to
their own conclusions about the difficulty or ease (once they know what the animal
requires) of caring for a long neck. Why don’t you have a classroom discussion following
the research or as part of the research. Students can write a draft containing both
arguments.
When checked by you your students can practice their computer skills by filling in the
boxes on you sheet. You could complete this project by holding several class debates on
the same subject for other classes. The students would really know their subject by then!
Issues you may wish to raise:
How people used to keep turtles…many people in the past didn’t bother to study what
was required to care for a turtle properly but they kept them (as opposed to caring for
them)anyway. Some kept them in a box & try to feed them out of water (big no no! The
turtle would surely starve as they only feed in the water)
OR
kept them in an outside pond but when they decided to move on would sometimes get
recaptured & consequently have a hole drilled in their shell so they could be tied to the
clothes line – oh the pain! The turtle could not escape the weather & would often be
forgotten until the lawn mower found them.
OR
if they managed to get away, there was always a road nearby to cause some trouble for
Mr Turtle.
If we keep turtles will it stop there, could we then keep crocodiles?
Danger, Danger, Danger!
What would happen when they grow up?
If we keep turtles will it stop there, could we then keep turtles or other animals from around
the world (exotics)?
If many people kept them & decided they didn’t want them, what would they do with
them?
If released into the Aussie bush, we could have a new ferral pest…OH NO!
TURTLES & TORTOISES
S3
Page 1(a) & (b) – Have a class discussion on the 3 different types of ‘Chelonia’ i.e turtle (ocean),
fresh water turtle (water & land), tortoise (land-terrestrial).
Students can do some of the research at the park in order to provide a factual description as per
the BLM. But there’s a catch… its a bit of a trick question in that the ARP doesn’t have oceanic
turtles so further research at school is required (so, fill the last row of the sheet back at
school/home).
Read through and explain both sheets to the students. Talk them through the ‘observations’
section. A class discussion would start the ball rolling.
Students will need…
A. Both ‘Turtle Schmurtle’ sheets (write your name on them)
B. A clipboard or something to lean on
C. A pen or pencil
Instructions…
Students are to
1. Find a species of turtle, tortoise & fresh water turtle in the park
2. Write the date & time of day in the first column
3. Name the animal in the middle column and sketch it with as much detail as
possible (possibly preliminary sketching lesson/s to have taken place already)
4. Note their observations in the last column
Egs What was the animal doing? What was in the enclosure to possibly reflect
the animal’s natural environment (natural or artificial props)? Was there
food in the enclosure? If so what? How were they eating? Was a keeper in the
enclosure? How were they relating to the animal?
Back at School…
On their return to school, students are to compare & contrast these animals based on the
following….
Appearance (Colour, size etc)
Beaks (yes, turtles are sometimes referred to as beakheads)
Feet
Food /Prey
Movement
Habitat
Predators
Students can then design their own Grid to compare the animals. Ask them to do
a draft first & give themselves space for illustrations.
Thus endeth the lesson on introductory classification within groups of animals!
TASMANIAN DEVIL
S2
Page 1 – Students are to draw the Tassy Devil they observed at the park with the
assistance of the ‘Read & Draw’ poem. Students are to label the following
features…
large head
neck
jaws
strong teeth
whiskers
rounded body
claws
Suggested Activities:
As a class discuss why the tasmanian devil would have these particular
characteristics. This will assist in the development of concepts regarding how
animal’s survive in the wild. It’s a rough & ready world out there & if any animal is
going to survive they need food, protection from the weather, defenses, the ability
to eaat the available food.
Ask questions like “What do they eat?, where do they live?, How do they defend
themselves from predators? Shelter? How do they get what they need?”
You could also pose the question of how one may care for a Devil in captivity, perhaps as this as if
the Devil is their pet or as if the students were the mammal keeper at the park. Don’t forget to ask /
watch a keeper at the Park caring for this animal.
As a further activity you may ask students to submit a factual recount of this discussion /
observation. If you require a Tassy Devil section to your school show please inform us prior to your
visit.
Students could then write a poem of their own, in a limerick form for example, to describe their
Tassy Devil pet & why it’s a little bit tricky to give it what is required when you can’t exactly give
them a cuddle…
Page 2 – students to complete the acrostic poem using descriptive sentences
Suggested Activities: Ask students to write an acrostic poem in their ‘work’ book, correct this draft &
have them write it out in the Tasmanian Devil on S2P3. Give students an art lesson on ‘Shading’ &
use of correct colours. They can then use these techniques to colour the Devil &
use as a portfolio example.
TASMANIAN DEVIL
S3
Page 1 – Students are asked to imagine they are a journalist for “The Australian”
newspaper. They are required to write an article regarding the disappearance of
the Tasmanian Devil from mainland Australia. Students will need to use their
research skills to highlight factual information (information reports, reputable
internet sites, accessing experts) in order to offer the required explanation.
Depending on the area of study at the time of this activity, students may attempt
to use objective language / phrasing or use persuasive language. Students are to
consider the following…
1. The Problem
2. The Cause
3. The Effects (not just those effecting the Devil!)
4. Possible solutions
Maybe students think the environment has reached an acceptable status quo.
Devils have been extinct from the mainland for a long time & the numbers in
Tasmania have been on the increase over the years due to increase in livestock –
sheep, cattle, goats. However, there has been a decrease in numbers recently
due to a facial tuma disease & currently zoo institutions are working toward
creating a breeding population without these issues. We need far more than a
few Devils to keep the species going so as to avoid inter-breeding & to expand the
gene pool
5. An effective headline
N.B Explain to students that there is no right or wrong answer to points 4 or 5. As
long as they
A. have shown that they have done the research
B. put some thought into the solutions (& the problems that arise from those
solutions)
C. used objective / persuasive language to support their argument
D. have thought up a “Catchy” Headline
KOALA
S2
Page 1 – Students are required to draw koalas sitting in the postures they saw them
at the reptile park (asleep, climbing, babies on their back). Students to use lead
pencil to indicate detail & softness of koala fur. They are also to draw the shape of
gum leaves on this tree, using lead to show detail. Teacher /students to bring in
examples to observe & draw. Increase blackline master to A3 to give more space
for students to draw on.
Suggested Activities: Try ‘shading’the leaf under sketch/trace paper to highlight
the detail in the leaf on paper
Page 2 – Students to increase their vocabulary in the subject of Australian Native
Mammals, particularly in the context of the Koala, by completing the ‘find-aword’.
Suggested Activities: Some of these words could be used as part of the students
spelling list. Have them write the words in alphabetical order, look up their
meaning & write them in a sentence.
Page 3 – Students to write an information report about the Koala on this page
through use of their research techniques and other sources such as library /
internet information reports &/or by asking experts at the park. The Park’s website
is www.reptilepark.com.au. Try emailing our mammal department some of the class’
best thought out questions.
Encourage students to consider
- Classification (A unique Australian Mammal not a bear!!!)
- Appearance
- Behaviour
- Habitat
- Food
- Species’ possible future
Try introducing this activity using Don Spencer’s song “Please don’t call me a Koala Bear” – its fun,
can help to start discussion on the subject & if you like, can test your students on how well they
listen & comprehend!! Students may also be required to construct a personal response to this song.
Encourage students to use as many ‘find a word’ words [BLM Koalas S2P2] in this report as possible
to describe the life of a koala, its needs & their possible future.
Then have a class discussion on “What can we as a community (local, national, global) do about
this?”
KOALA
S3
Page 1 – this activity will help students to familiarise themselves with Australian bush trees &
how they provide for a particular animal species ie the Koala. Students will be able to
distinguish between different native species by feel & sight. Students will need to use their
Park visit & carry out individual research to answer the ‘Yes & No’ questions regarding
specific species of trees’ leaves Koalas can eat. Students should bring this sheet on their
visit to answer these questions.
Stimulate the class’ thought on this subject by asking the question: “Where do you think
Koala’s in captivity get their leaves?” & this invariably leads to the question “How much do
you reckon they need to eat each day?” They’re not reptiles you know! Therefore, what
would a keeper have to do to care for these animals?
Page 2 – Students to investigate the difference between the Koalas front paw & the
human hand. Students are to draw their own hand in detail (possible art lesson) next to a
hand drawn picture of a Koala Paw (you may want to do this as a class in a teacher
guided art lesson). Students are to offer a factual description of how they are the same &
how they are different. Students are to theorise as to why a Koala’s hand is designed this
way. Have them follow this up with research. The basic premise being that the Koala has
2 thumbs & 3 fingers allows the animal to spread its hand out to effectively grasp branches
aswell as offering greater strength to take its body weight up the top of tall Eucalyptus
trees. The things we do for a feed hey?!
Page 3 – this sheet is based on the well known phrase ‘No Tree No Me’. Discuss this
concept as a whole class. As part of exposition study students are required to design their
own ‘propaganda poster’ to convince the reader that the Koala is in trouble but the
species is worth saving.
Suggested Activities: The student will need to …
- investigate the behaviour, environment & possible future of the Koala (cause &
effect)
- be familiar with the words / phrases that are effective for an argument
(persuasive)
-
have knowledge of design (sketch, design, edit, draw)
A further suggestion may be to use the song ‘Rip rip woodchip’ (John Williamson)
as an introduction to this activity. You may then choose to study it as a poem with
comprehension questions or ask the students to write a personal response to the
text.
BIRDS
S2
Page 1 – Students to complete find-a-word, read the rhyme, guess the mystery
animal & draw it in the correct habitat (based on their visit to the Reptile Park &/or
prior personal experience).
Page 2 - Students to complete the comprehension on the Tawny Frog Mouth
information report.
Answers:
1. No the Tawny Frog Mouth is not an Owl. It’s a night Jar.
2. Tawny’s hunt at night
3. Their prey includes insects, spiders & scorpions
4. The greatest sense of the Tawny Frog Mouth is sight. They need it for night
flying & hunting.
5. The Tawny camouflages itself through their mottled colour feathers (black,
browns, grey & white) & their posture (roosting on a branch with its head up
appearing to be twig like)
Page 3 – This sheet can be used as an introduction to Information Reports.
Students to complete this grid on Australian Birds (Cockatoo, Cassowary & Tawny)
during / after their Park visit. The last row labelled “JOB” means the animal’s job in
the environment i.e. its environmental impact / the ecological niche it occupies.
For example, the Cockatoo spreads native trees seeds (eats ‘em then poos them
out!), the Casso does the same with rainforest fruits & the Tawny helps keep the
bug & mice populations down (mainly the insects because they are insectivorous
& often in urban areas because our lights & reserves attract the bugs to our
homes).
Page 4 – Students are to choose one of the above birds (S2P3) to research
individually by using a variety of resources…
- their own grid information
- internet
- school library
- Use this Blackline Master for student’s final draft of an Information Report that
can then be used in their portfolio. Students are to draw the animal in the
appropriate habitat
BIRDS
S3
Page 1(a)& (b) – Students are required to take these sheets with them on their visit.
They will need to choose 3 birds from 3 different aviaries at the Park & offer a
factual description of each. So students will need…
A. Both ‘For the Birds’ sheets (write your name on them)
C. A pen or pencil
Read through and explain both sheets to the students. Prior to your visit discuss the
importance of
-
observation
-
taking notes
-
sketching (a more detailed drawing can be completed based on further
research as school)
Talk them through the ‘observations’ section & how it relates to the ‘Back at
school’ section. Students to ask themselves the questions
- what physical features does the bird have?
-
what is it doing? (think about this in relation to the time of day)
-
what does the sign/keeper say about this species?
-
what DIDN’T they find out to answer the ‘Back at School’ section of the
assignment?
Students can then compare & contrast their chosen species using the headings
listed on the ‘Back at School’ section [S3P1(a)] & recording this information on a
grid of their own design. Ask them to do a draft first & give themselves space for
detailed illustrations.
See S2 pages 1 & 2 for preliminary work / extension work / work for lower level
readers
CASSOWARY
S2
Page 1 – Students to copy & edit the Cassowary Information Report on the
computer. This activity should help improve their typing and word processing skills
as well as their punctuation.
Suggested Activities: Students are to edit, print & draw the Cassowary in the box
based on the detail in the information report, recollections of their ARP visit &
further research
S3
Page 1 – Students are to read this Cassowary Information Report & answer the
questions. The completed cloze passage is below
Although the Southern Cassowary has wings, it is a flightless bird that lives in thick
vegetation in the Rainforests of Queensland. It is of massive stature and can grow
to 2 metres tall. When threatened, the Cassowary may use its strong legs as part of
its defence mechanism. That is to run or to fight. They can run swiftly & with great
power & duck very low to the ground when necessary. Enemies beware! This Big
Bird is renowned for kicking enemies with its strong legs with dagger-like nails on
the inner toe of each foot. Cassowary’s also have a horny helmet called a
casque. They are not born with it or with the dangling neck wattles. These grow as
the chick gets older. Initially they are brown and white balls of fluff and are cared
for by the male. In fact, he helps hatch his young from the eggs.
WOMBATS
S2
Page 1 – Art Lesson. Students to complete the Jigdraw by copying each square in the correct
order (1-12) in the grid below. Students to then guess the mystery animal question…Wombat!
Page 2 – Students to complete ‘Food Chains’ sheet by filling in the missing words as shown below. It
will probably be necessary to give a lesson or 2 on food chains & relating concepts involved eg
herbivores, carnivores, predators, mammals / marsupials. Initially you may choose to write the
answers on the board in random order & have the students fill in the spaces. The lesson about food
chains & the balance of nature can then follow the activity.
WOMBATS
S2 Page 2 cont…
FOOD CHAINS
The Wombat is an Australian Marsupial. It is also a
herbivore as it eats roots and leaves from the forest
floor. It is the balance of nature that a number of carnivores, meat eaters will eat herbivores. Can
you think of a natural predator of the Wombat?
Answer: Dingo & Tassy Devil (in Tasmania of course!)
Students are to then draw the Wombat in its environment and a possible Food Web including other
Australian Animals. A further discussion can be had about introduced species & their effect on the
native Wombat. Examples include:
Feral Dogs
Rabbits - competing directly with habitat & areas that are potential wombat homes
Humans - our hand in habitat degradation, domestic dogs & our use of motor vehicles
S3
Page 1 – Students to complete the Cloze Passage about The Reptile Park’s Wombat Woman.
Answers underlined below…
You think you know what cute is? You haven’t seen cute until you’ve spent time with one of Australia’s cuddliest mammals: the
Wombat. Debbie Breen, a keeper at the Australian Reptile
Park and the founder of the Wombat Rescue Project has spent many an hour caring for these beautiful furry friends. The
problem, however, is that each wombat she comes in contact with has its own sad tale.
Debbie was Head Mammal Co-ordinator of a wildlife rescue group called Wildlife ARC when she realised the great need to do
something positive about a very serious situation. “I was receiving so many calls for help from people saying they had an
orphan joey or had sighted a Wombat in great distress. I just had to do something.” And so the project began. A very skilled
and committed group of people got together to help rescue, rehabilitate and release sick or orphaned Wombats.
According to Debbie, the problem was worse around new housing estates that were built close to the bush. The story goes a bit
like this: More houses means more people and so too came the increased number of cars and dogs. Debbie and her gang have
nursed wombats that have been severely mauled from dog attack and motor vehicles. They have often had to rear the orphans of
the ones that didn’t survive these injuries.
WOMBATS
S3 Page 1 cont…
Wombats give birth to live young. At birth they are furless & the size of a jellybean. They are protected in the
female’s pouch for up to 5 months then they start to emerge but not fully until 12 months old. The Joey stays with the Mother for
up to 2 years in which time is taught to dig burrows, search for food and be bush aware. “You can imagine how difficult it
would be for a young Joey to survive without all these skills” stated Ms Breen.
Debbie has had to raise young Joeys from 3 months old and at this age they are the size of a mouse. She would have to feed the
baby every three hours on a special Wombat milk powder until it was ready to graduate from Wombat Finishing School. “Here,
with their surrogate mother, the young Wombats learn all that Mum hasn’t had the chance to teach them.”
CROCODILES
S2
Page 1 – students to complete the ‘What a Croc!’ sheet on Crocodilians. First section the answers are true
or false (as below), the 2nd section requires yes or no answers & the final section involves food chains.
Students are then to design & draw a food web including crocodiles and Humans. Answers are shown
below:
1. Crocodiles are warm-blooded
2. Crocodiles eat large mammals like pigs & kangaroos
3. Crocodiles are found in the Tropics
4. A Crocodile is an aggressive predator
5. Crocodiles roam in packs
6. Some Crocodiles are white
7. Crocodiles hibernate
8. Crocodiles can hold their breath for more than an hour
9. Crocodiles have strong, smooth, leathery skin
10. A Croc’s tail is the length of its body
1.
2.
3.
4.
5.
Can Saltwater Crocodiles live in fresh water?
Do Crocodiles have good sight, smell & hearing?
Is the Crocodile at the top of the food chain?
Do croc’s have 3 eyelids?
Some Crocs eat rocks
False
True
True
True
False
True
True
True
True
True
Yes
Yes
Yes
Yes
Yes
NB For further activities see…
ES1 P2 Students are to colour Elvis the Crocodile
S1
P2 & 3
Students are to complete the ‘Find Out’ sheet about Eric & construct
their own (or class) information reports about Crocodiles
S3
Page 1 – Students are to complete the sheet entitled ‘Croc Words’ by writing the crocodile related
words in alphabetical order, using the dictionary to discover the meaning of words they are
unfamiliar with & then writing 5 sentences using these words (or more!)
Page 2 –As a class students are to complete the grid by describing the features in
the ‘description’ column. Emphasise the need for students to consider these
features in light of the croc’s adaptation for life both on land & in water. Students
to conduct investigations using their visit to the reptile park, books, videos, internet
and record their findings in the table. Possible answers are shown below.
CROCODILES
S3 Page 2 cont…
FEATURES
Eyes
Ears
Nostrils
DESCRIPTION
Set high on head to facilitate seeing whilst in water. Transparent membrane covers
eyes & acts as goggles when submerged
Set high on head to facilitate hearing when in water. Valves seal the ears when
submerged
Set high on head. Valves seal nostrils when submerged. Air passage runs from nostril
to opening behind glottis enabling mouth to be open under water
Seals throat & enables submersion without drowning
Glottis
Tough Skin
Muscular Tail
Skin – apart from belly skin – acts as a suit of armour & is reinforced with osteoderms
(hard raised lumps) for added protection
Acts as a powerful propellant to force the animal through the water similar to an
outboard motor. Scutes (skin flaps) help to reduce water ripples
Partially webbed (for swimming) & strongly clawed (walking & digging on land)
Feet
Legs
Usually fold back to streamline body to torpedo shape but may also be used as a rudder
type steering device
Students are to label the picture of the crocodile using some of the listed features. For extension
work students can label the remaining features already discussed in class.
Students can select 2 other animals whose habitat differs greatly. Then compare and contrast
these three. Students to investigate how body design, function and environment are intricately
interwoven
LIZARDS
S2
Page 1 – Students to write their own dreamtime story about how the Shingleback Lizard got a tail
that looks like its head. Students will need to draw on recollections of their visit to the Park,
information from class discussions & their prior knowledge. Students to illustrate story.
Page 2 – Students are to fill in the missing words to learn more about lizards & reptiles. Students will
be relying on prior experience & knowledge, discussions in class as well as the context of the
missing words to complete this activity.
Answers are underlined below.
LIZARDS
S2 Page 2 cont…
Students to colour lizard & the surrounding environment using realistic colouration.
Discuss colour & its role in ‘camouflage’. Its also valuable to remember how lizards
often change their colour (i.e. get darker) to heat their bodies more quickly.
LOUNGING LIZARDS
Look at the lizard lounging around on that rock. It’s not being lazy, it’s actually doing 2 things at
once! This lizard is trying to camouflage, so it doesn’t get eaten and it’s sunbaking. This is also
called basking.
Lizards are reptiles and like all reptiles, lizards are cold blooded. That doesn’t mean they have icy
cold blood, it just means they warm up differently to warm blooded animals, like humans. Reptiles
are sometimes called ‘solar powered’. They need the sun to heat their bodies. If they don’t get
enough sun they will be too cold to move or to eat. If they get too hot, they will have to find
a shady spot to cool down.
In places where winters are cold, many reptiles hide away & sleep until it warms up again in spring.
This is called hibernation.
S3
Page 1 – Students to outline the similarities & differences between a legless lizard &
snake in the boxes of the blackline master. This is another example of compare &
contrast. For more information see Alligators S3P2. This comparison maybe difficult
if you don’t know what you are looking for. And ‘looking’ (interchange this word
with ‘observation’) is the key! Here are some possible suggestions for prompts in
class discussion.
DIFFERENCES
- If a reptile has a small hole/slit in the side of the head behind the eye this is an
ear opening which is found in lizards not snakes. Snakes can sense vibrations
however due to having a middle ear but have no external opening
- Lizards tongues are generally soft, fleshy & undivided as opposed to the snake’s
forked tongue (only exception…the goanna)
- A legless lizard can blink & close its eyes, a snake cannot. It has a clear scale
over the eye which it sheds just like the rest of its skin. Snakes eyes are always
open.
- A legless lizard has a tail longer than its body & snakes have a relatively short tail
even though they just look like one big tail!
-
Some snakes are venomous, legless lizards are never venomous
SIMILARITIES
- long & slender shaped body
- both reptiles, scaly, cold blooded & solar powered
- legless found in similar environment to some snakes & therefore are often
confused
- A legless lizard appears like it has no legs but on closer inspection they have
flaps of skin where you might find the legs of a lizard
- Due to the above reasons both types of animals often killed as many people
confuse legless lizards with snakes
- locomotion looks similar
LIZARDS
S3 cont…
Page 2 –
Conduct a class discussion on animals names ie difference between scientific & common names.
Common names can be useful if everyone involved knows what they are discussing. Usually if we
live in the same region this is the case but scientific names are the same wherever you are in the
world.
In this activity students are given the opportunity to learn more about the usefulness of names
(beginnings of classification) & to use their research skills to become more informed about specific
lizards, their physical attributes, behaviour & place in the environment.
To answer the first section students are required to record the animal’s correct scientific name & to
use their knowledge of the animal & their creativity to give the lizard an appropriate nickname.
Answers & examples are shown below
COMMON NAME
SCIENTIFIC NAME
NICKNAME
Lace Monitor
Varanus varius
Luggage lizard
Bearded Dragon
Pogona barbata
Old Man Lizard
Thorny Devil
Moloch horridus
Spike
Broad-tailed Gecko
Phyllurus platurus
Leaf Lizard
Green Iguana
Iguana iguana
Lounge Lizard
The 2nd section offers students flexibility in their answer but also the opportunity to share more of
their research information.
Section 3 focuses on The Shingleback Lizard, one of the most well-known & inoffensive lizards in
Australia. However this lizard has a different name in almost every state. A class discussion may
highlight how these fun nicknames are often understandable & appropriate but can also be
confusing. Hence the need for scientific names.
NB This point may have already been highlighted in the section 1 with some students offering a
different scientific name for the bearded dragon simply because the type of bearded dragon was
not specified.
Possible answers for section 3 are shown below
A. Sleepy Lizard – In S.A they are commonly & affectionately referred to as this due to their
tendency to seek out roads as a source of heat (discuss cold-bloodedness). They tend to
stay still in order to remain under the radar of a potential predator. It is for this reason that
they appear asleep.
B. Pinecone Lizard – Ever felt one? The raised scales make this lizard feel just like a pinecone
C. Boggi – The Boggi is a shearing implement whose shape is similar to the lizards
SNAKES
S2
Page 1 – Students are to number the correct sequence in the lifecycle of the
Diamond Python, commencing at the female laying her clutch of eggs. They may
be required to describe each stage briefly next to the appropriate picture
OR
As a class / individual research the major changes that occur in each stage.
The following words may become points of reference for further investigation.
After all, the more you discover…the more questions arise! Students can then use
them in their spelling lists, research dictionary meaning, write them alphabetical
order & use them in sentences
Word Examples:
Incubation (coil around eggs & vibrate to keep eggs at a good temperature to hatch)
Growth rate (food + heat = growth)
Heat transfer (from mother to eggs)
Sloughing (pronounce sloffing & means shedding skin)
Maternal care (of eggs, ceases when offspring hatch)
Independent (from the moment they hatch out of the egg)
Egg-tooth (used to slit the egg for hatchling to break out)
Hibernation (decreased activity period during cooler months)
Constriction (‘wrapping up’ prey to stop it from breathing so snake can digest it)
Further Prompt Questions…
How are Reptilian eggs different to other eggs?
Reptile eggs are rubbery & leatherlike not usually hard & brittle
How does a Diamond Python differ from other species of snakes?
Habitates trees in woodland areas (arboreal – tree dwelling), sandstone rock crevices & urban
areas on the NSW coast. Is covered in diamond shape patterns (black with cream to yellow
markings), non-venomous / python but can inflict a painful bite, nocturnal & slow moving. Hunts by
night & basks in trees on rocks or in rooves &rafters by day. 2-3 m in length
What is the role of the Diamond Python in the balance of nature?
Controls rat (feral) & possum (indigenous) populations. Not as wide spread in Sydney region as
once was but not considered endangered. Populations are experiencing pressure from habitat
destruction & individual killed for just existing & being a snake. Becomes food for other predators
eg Raptors (eat adults) & other smaller birds (juveniles)
SNAKES
S2 Page 1 cont…
Compare & contrast these life-cycle changes to humans.
See BLM & compare. Discuss this using a table or diagrams outling equivalent stages in a person’s
life. This could be whole new activity completed by the students
Another suggested activity:
Investigate the design of the Diamond Python & show that the design of a living thing is highly
interrelated with the function it serves & the environment with which it meets its needs.
Make up a table labelled as follows…
BODY FEATURE
Strong muscular body
FUNCTION
Constriction
Locomotion
FEEDING / DEFENSE
Diet – mammals / birds
No legs, hangs out in trees
hides out in rock crevices
Look at other physical attributes such as
Flexible jaw to ingest prey
Heat receptors to locate prey at night
Floating ribs to allow big prey to be digested
Diamond pattern to camoflage in trees & with the night sky
Recurved, needle like teeth to hold furry or feathered prey
Retractable forked tongue for well developed sense of smell
Scales to keep snake dry & keep moisture in the body
Page 2 –
Students are to read the comprehension sheet & show their understanding of snake safety through
answering the questions (answers below).
They are to also demonstrate a familiarity with procedural text by sequencing the steps to safety.
You may choose to use Don Spencer’s ‘ Don’t ever step on a snake’ song to introduce this lesson &
possibly deconstruct it as a form of poetry
1. Do people often die from snake bite in Australia? Why?
No, because Australia has antivenom and it works so well
2. What time of Year might you see a snake and what might they be doing?
In the warmer months. They could be looking for food, water & a mate
SNAKES
S2 Page 2 cont…
3. What should you do if you see a snake? What shouldn’t you do?
Leave it alone. Don’t pick up snake or try to kill it.
4. Step by step, what should you do if someone is bitten by a snake?
1 Person away from the snake
2 Keep calm
3 Wrap around bite site, down & then back up toward the heart
4 Keep limb still
5 Get help – adult or ring 000
S3
Page 1 – Students are to use their knowledge of Discussion to write arguments for &
against the following issue: “The only good snake is a dead snake”. Illustrate by
drawing a border of snakes & use as a portfolio sheet.
Suggested Activity:
You may choose to have each student debating this, either in small groups or as a
whole class.
Page 2 – Students are to research the following. This activity offers the students the opportunity to
investigate introductory classification aswell as factual description…
~
the common name & scientific name of 6 Australian species of snake. It is important that the students know &
state if the snake is venomous or a python.
~
the processes involved in sloughing (sloff-ing) i.e. shedding its skin.
~
how a snake catches its prey (students can state a specific species because
techniques differ) & give details of ingestion.
SPIDERS
S2
Page 1 – Students are to construct their own acrostic poem on the Redback spider
& illustrate ‘niches’ in which they may be found. Students may rely on their park
visit, prior knowledge or individual / class research.
Suggested Activity:
The song ‘The Redback on the toilet seat’ may be used to introduce this lesson. You may then
choose to do a poetry lesson based on this song. Discuss ‘Dunnys’ & how we used to have toilets
outside our houses. This form of toilet used to be surrounded by shelters (wooden structures, tin roof)
so we didn’t get wet while we used it & a light globe was installed so we could see where we were
going in the dark. Little did we know that we created a redback habitat, it was dry & they like it dry
& the light attracts bugs & they love bugs! So in fact the spider didn’t just hang out here waiting for
some unsuspecting person to bite on the bum. Another interesting point is contained in the first few
sentences…”There was a Redback on the toilet seat when I was there last night. I didn’t see him in
the dark but boy I felt his bite.”
Discuss…
~ Was this fella’s light broken or was he half asleep?
~ The redback was a ‘he’ hey? Well it’s the first time I’ve ever heard of a tiny male
redback having big enough fangs to penetrate human skin. You see, only the
female redbacks can envenomate.
~ Girl power! Female spiders live for longer, are bigger & more beautiful (very
subjective except when you look at tarantulas the prominent beauty is a fact)
~ the difference between envenomation & poison. Venom needs to be
envenomated & poison ingested – big difference!
~ spider safety. How to avoid getting bitten. LOOK FIRST! Don’t put your fingers or
feet near the fangs. These are the places where most people get bitten.
Looking / observation is the key to safety. AND remember , don’t sit on
something you haven’t checked out first or you may end up suffering like that
bloke in the song.
Page 2 – Students are to label & colour each of these spiders correctly & indicate which spiders are
venomous with a tick. Answers are as follows…
1. Huntsman
2. Mouse Spider
3. Funnel Web
4. Whitetailed
5. Jumping Spider
6. St Andrew’s Cross
SPIDERS
S3
Page 1 – Students are to write their own narrative about a world where spiders
have no enemies.
Suggested Activity:
A follow on activity from this subject could be a narrative of a world consisting of
no spiders. How would the world be different? Discuss plagues of a multitude of
bugs & animals like lizards, birds & frogs lacking in food. What would happen to
the latter? What about the animals that would thrive with an increase in bugs?
What would happen to farm crops?
Page 2 – Students are to choose a species of Tarantula & construct their own
information report (or a native spider if it is more in line with your unit of work). Ask
the students to draw & label a scientific drawing / diagram of the spider. Include
the following body parts…
Abdomen
Cephalothorax (Cephalo = head & Thorax = middle body part in insect)
Fangs
Chelicerae (the movable fleshy part that the fangs are attached to)
Legs (numbered 1 to 4 from head to abdomen, considered as 4 pairs of legs not
simply 8)
Eyes (how many, what formation?)
Leg segments (from body…femur, patella, tibia, tarsus, metatarsus, claw)
Spinnerets (antennae looking things at back of abdomen for weaving silk)
Pedipalps (short leg like appendages either side of chelicerae)
Suggested Activity:
Teacher or students to collect & compile classroom resources including labeled diagrams or
pictures. The internet is an excellent resource but so are the books ‘Spider Watch’ & ‘The Silken
Web’ by Bert Brunet. Initially ask the students to write a rough draft & sketch the diagram.
Following teacher feedback, the students can then use the BLM to write / draw their final draft for
their portfolio
BLACKLINE
MASTER SHEETS
S2- S3
ALLIGATORS
Label and Describe the Alligator
____________________________________Eyes
__________________________________Feet
____________________________________Ears
__________________________________Claws
____________________________________Backbone
__________________________________Tail
____________________________________Snout
__________________________________Jaw
____________________________________Teeth
__________________________________Underbelly
Alligators S2P1
YOU tell the story!
“It was a steaming hot day the day we visited the Reptile Park. My friends & I decided to go for a walk along the
Alligator lagoon when suddenly…”
Illustrate your story.
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Alligators S3P1
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
_____________________________________________
TURTLES
&
TORTOISES
Hugo is one of our giant
1000
Galapagos tortoises. Trace
the line to find out how
long he will live.
150
300
500
750
Turtles & Tortoises S2P1
GALAPAGOS ISLAND TORTOISE
Geochelone niagra
As the name suggests, these tortoises inhabit the Galapagos Island where the
land is covered in large rocks and boulders. It is no wonder that their shell is
dome shaped. The plants that grow there are grasses, cactus & other
low growing shrubs and these make up most of the tortoises diet.
The weather is often dry on the islands so the tortoise likes to
wallow in mud and water holes, which helps it to keep cool and
comfortably supports its huge bulk. These giants can grow to
a metre in length and weigh up to 180kg. Our tortoises are
nearly 50 years old but some individuals have been known to
live for over 150 years.
1. How long can these tortoises grow? What else is this long?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How heavy can they get? What else is this heavy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Why do you think the shape of the shell may be different in tortoises and turtles?
________________________________________________________________________
________________________________________________________________________
4. Name two ways Galapagos turtles stay cool in hot weather?
_________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. Give examples of two types of food they eat in the wild and two in captivity.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. How many giant tortoise birthdays could the Reptile Park be celebrating? What would be a good
party idea?
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ISSUE: Should people in Australia be
able
Arguments for…
Arguments against…
TO COMPLETE THE
“TURTLE SCHMURTLE” SHEET
You will need . . .
A. ‘Turtle Schmurtle’ sheet (write your name on it!)
C. A pen or pencil
Instructions . . .
1. Find a species of turtle, tortoise & fresh water turtle in the
park
3. Name the animal in the middle column and sketch it
with as much detail as possible
4. Note your observations in the last column
Back at School . . .
Compare & contrast these animals.
Use the following headings.
Beaks (yes, turtles are sometimes referred to as beakheads)
Feet
Food /Prey
Movement
Habitat
Predators
Then . . .
Design your own Grid to compare the animal’s
characteristics.
Do a draft then check it with your teacher.
Leave space for illustrations.
Turtles & Tortoises S3P1(a)
TURTLE SCHMURTLE
DATE
_______________________
OBSERVATIONS
TIME
DATE
________________________
OBSERVATIONS
TIME
DATE
________________________
OBSERVATIONS
TIME
Turtles & Tortoises S3P1(b)
Tasmanian
Devil
*#@!!!
Read and Draw
This is
He is a Tassy Devil
Just look at his teeth, his big strong jaws
His head’s big and round, he’s got long claws
But he’s still black and velvety
His ears are pink too boot!
I know he’d bite with one small fright
Oh, but he looks so cute!
Tasmanian Devil S2P1
*@#!!!
You are a journalist for “The Australian” Newspaper. You are requested to write an article regarding
the disappearance of the Tasmanian Devil from mainland Australia.
This requires you to do some research into the matter. Try reading information reports, looking up
internet sites [E.g. www.reptilepark.com.au] and asking experts.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Tasmanian Devil S3P1
koalas
DRAW A KOALA OR 2 IN THEIR HABITAT.
SHOW DETAIL
Koala S2P1
FIND A WORD
Bean
Carry
Eucalyptus
Gum
Male
Nose
Bites
Claws
Female
Habitat
Marsupial
Pouch
Bush
Climb
Future
Joey
Me
Rear-facing
Cats
Dogs
Growls
Koala
No
Tree
D
O
D
O
G
S
S
E
D
B
I
T
E
S
B
U
S
H
C
M
B
E
A
N
E
F
F
L
A
I
G
U
M
U
A
E
I
R
E
A
R
S
C
C
M
M
S
K
O
A
L
A
I
A
B
U
J
O
E
Y
L
N
L
C
P
O
U
C
H
Y
G
E
L
I
C
A
T
S
P
T
C
A
A
N
O
S
E
T
R
A
W
L
M
A
L
E
U
E
R
S
G
R
O
W
L
S
E
R
N
H
A
B
I
T
A
T
Y
O
M
E
F
U
T
U
R
E
Koala S2P2
From the list below decide…
Which leaves of these trees can a Koala eat with ease?
Tree
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Yes / No
Grey Gum
Wattle
Grevillea
Swamp Mahogany
Scribble Gum
Callistemon
Melaleuca
Spotted Gum
Tallowwood
Yellow Box
________
________
________
________
________
________
________
________
________
________
What is a baby Koala called?
____________________________
In the Koala exhibit, there are 4 trees labelled. Write down
their common name, FEEL THEM and describe what each of the
bark looks and feels like, e.g smooth, bumpy, stringy etc.
Name
________
________
________
________
Description
___________________________________
___________________________________
___________________________________
___________________________________
Koala S3P1
HAND TO CLAW
Same or Different? How? Why?
KOALA PAW
YOUR HAND
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Koala S3P2
NO TREE NO ME
DUE TO CHANGES WE, THE HUMAN SPECIES, HAVE MADE TO THE
AUSTRALIAN ENVIRONMENT, THE NATIVE MARSUPIAL KNOWN AS
THE KOALA (just Koala, not bear!) COULD BECOME ENDANGERED, OR
WORSE, EXTINCT! WE NEED TO CONVINCE THE HUMAN SPECIES
THAT KOALAS ARE WORTH SAVING. MAKE A POSTER, AN
ADVERTISEMENT, USING “CATCH PHRASES” AND ILLUSTRATIONS TO HELP WITH YOUR
ARGUMENT.
Koala S3P3
BIRDS
A BIRDY FIND-A-WORDY
C
R
O
W
B
S
B
M
U
K
E
C
U
R
R
A
W
O
N
G
O
M
A
L
C
C
M
A
O
P
Y
O
U
PARROT
BOWER BIRD
CAT BIRD
BOOBOOK OWL
TAWNY
GALAH
S
O
A
O
A
M
B
A
G
K
B
S
R
T
C
G
P
O
R
A
A
A
O
I
B
K
P
H
O
R
L
B
R
W
K
I
A
I
E
K
O
A
U
N
SWAMP HEN
KOOKABURRA
COCKATOO
MAGPIE
CURRAWONG
EMU
A
E
R
T
E
N
O
T
H
R
O
R
E
D
O
T
A
W
N
Y
R
W
Y
T
R
O
S
E
L
L
A
A
L
B
O
W
E
R
B
I
R
D
D
M
CASSOWARY
LORIKEET
BARN OWL
CROW
BAT
ROSELLA
One of these words you will not see
But please do not forget me
I’m not a bird but I fly at night
And sometimes I can give a fright
Draw me in my habitat
What am I?
Birds S2P1
The Tawny Frog Mouth may look like an Owl but is
really called a Night Jar. They are nocturnal hunters
and as they fly through the air at night they hardly make
any sound at all. They fly to the ground to hunt insects,
spiders and scorpions. During the day these birds roost
quietly on a branch, looking like Part of the tree, with
their heads turned upward and their eyes partly closed.
Their feathers are a combination of black, browns, grey
and white. They are one of best camouflaged birds in
Australia.
1. Is the Tawny Frog Mouth an Owl? If not, what is it?
2. What do Tawny’s do at night?
3. What is their prey?
4. Can you guess what the greatest sense of the Tawny Frog Mouth is? Why do
you think so?
________________________________________________________________
5. How does the Tawny camouflage itself?
________________________________________________________________
Birds S2P2
Information Report
Name____________________________________ Date____________________________
AUSTRALIAN BIRDS
MOVEMENT
BEAK
FEET
COLOURS
HABITAT
FOOD
JOB
Birds S2P3
NAME _________________
DATE __________
INFORMATION REPORT
________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
____________________
TO COMPLETE THE
Birds S2P4
“FOR THE BIRDS” SHEET
You will need . . .
A. ‘For the Birds’ sheet (write your name on it!)
C. A pen or pencil
Instructions . . .
1. Go to 3 different bird aviaries. Choose a bird from
each aviary
3. Name the bird in the middle column and sketch it
with as much
detail as possible
4. Note your observations in the last column
Back at School . . .
Compare & contrast these birds.
Use the following headings.
Beaks
Feet
Food /Prey
Movement
Habitat
Predators
Then . . .
Design your own Grid to compare the animals’
characteristics.
Do a draft then check it with your teacher.
Leave space for illustrations.
Birds S3P1(a)
FOR THE BIRDS
DATE
_______________________
OBSERVATIONS
TIME
DATE
________________________
OBSERVATIONS
TIME
DATE
________________________
OBSERVATIONS
TIME
Birds S3P1(b)
CASSOWARY
The Cassowary
the cassowary is a large flightless bird it lives in the
thick rainforest where it hides and nests it defends
itself with its strong legs and sharp nails the female is
the most colourful and the male stays with the young
Cassowary S2P1
The Cassowary
Although the Southern Cassowary has ……………, it is a flightless bird that lives in thick vegetation in the
………………………… of Queensland. It is of massive ……………………… and can grow to 2 ……………………… tall. When
threatened, the Cassowary may use its ……………………… legs as part of its ………………………… mechanism. That is, to
run or to ………………
They can run …………………………… & with great power & duck very low to the ground when necessary. Enemies
………………………! This Big Bird is renowned for ………………………… enemies with its strong legs with …………
-like nails on the inner toe of each foot. Cassowary’s also have a …………………… helmet called a casque. They
are not ……………………… with it or with the dangling neck wattles. These grow as the ………………… gets older.
Initially they are brown and white balls of ……………………… and are cared for by the male. In fact, he helps
……………………… his young from the eggs.
chick
fight
beware
metres
hatch
kicking
horny
strong
born
defence
Rainforests
stature
dagger
swiftly
wings
fluff
Cassowary S3P1
WOMBATS
WHAT AM I?
1
2
3
4
5
6
7
8
9
10
11
12
HINTS
TYPE: MARSUPIAL
LIVES: IN BURROWS
SHAPE: ROUND
MYSTERY ANIMAL IS __________________________
Wombat S2P1
FOOD CHAINS
Write the Missing words
The Wombat is an Australian M _ _ _ _ _ _ _ l. It is also a
h _ _ _ _ _ _ _ _ as it eats grasses and roots of small
shrubs from the forest f _ _ _ _. It is the balance of
n _ _ _ _ _ that a number of carnivores, _ _ _ _ eaters will
eat herbivores. Can you think of a natural p _ _ _ _ _ _ _ of
the Wombat?
Draw the Wombat in its environment and a possible Food Web
(including other Australian Animals).
Wombat S2P2
WOMBAT WOMAN
You think you know what cute is? You haven’t seen cute
until you’ve spent time with one of Australia’s cuddliest _______________: the Wombat.
Debbie Breen, a keeper at the Australian _________
Park and the founder of the Wombat _____________ Project has spent many an hour
caring for these beautiful _____________ friends. The problem, however, is that each
wombat she comes in contact with has its own sad tale.
Debbie was Head Mammal Co-ordinator of a wildlife rescue group called Wildlife ARC when
she realised the great need to do something _____________ about a very serious
situation. “I was receiving so many calls for __________ from people saying they had an
orphan joey or had sighted a ____________ in great distress. I just had to do
something.” And so the project began. A very skilled and committed group of people got
together to help rescue, rehabilitate and _____________ sick or orphaned Wombats.
According to Debbie, the problem was worse around new housing ____________ that
were built close to the bush. The story goes a bit like this: More houses means more
people and so too came the increased ___________ of cars and dogs. Debbie and her
gang have nursed wombats that have been severely mauled from dog ___________ and
motor vehicles. They have often had to rear the ___________ of the ones that didn’t
survive these injuries.
Wombats give birth to __________ young. At birth they are furless & the size of a
__________. They are protected in the female’s __________ for up to 5 months then
they start to emerge but not fully until 12 months old. They Joey stays with the Mother
for up to 2 years in which time is taught to dig ___________, search for food and be
bush aware. “You can imagine how difficult it would be for a young Joey to survive without
all these _________” stated Ms Breen.
Debbie has had to raise young Joeys from 3 months old and at this age they are the size
of a ____________. She would have to feed the baby every three hours on a special
Wombat milk powder until it was ready to graduate from Wombat Finishing
______________. “Here, with their surrogate mother, the young Wombats learn all that
Mum hasn’t had the chance to ______________ them.”
attack
reptile
teach
furry
help
wombat
mammals skills
release
estates
rescue
number
school
live
positive
burrows
mouse
jellybean pouch
orphans
Wombat S3P1
CROCODILES
CROCNScc
WHAT
WHAT A CROC!
True or False
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Crocodiles are warm-blooded
__________
Crocodiles eat large mammals like pigs & Kangaroos
__________
Crocodiles are found in the Tropics
__________
A Crocodile is an aggressive predator
__________
Crocodiles roam in packs
__________
Some Crocodiles are white
__________
Crocodiles hibernate
__________
Crocodiles can hold their breath for more than an hour __________
Crocodiles have strong, smooth, leathery skin
__________
A Crocodiles tail is the length of its body
__________
YES/NO
1.
2.
3.
4.
5.
Can Saltwater Crocodiles live in fresh water?
Do Crocodiles have good sight, smell & Hearing?
Is the Crocodile at the top of the food chain?
Do crocodiles have 3 eyelids?
Some Crocodiles eat rocks
Y/N
Y/N
Y/N
Y/N
Y/N
FOOD CHAINS
Design & Draw a Food Web including crocodiles and Humans.
Crocodiles S2P1
Crocodiles ES1P2
1. How long is Elvis?
1 metre 2 metres
5 metres
2. Where does Elvis come from?
Gosford Northern Territory
Tasmania
3. What type of crocodile is Elvis?
Saltwater
Freshwater
Alligator
4. Elvis eats...?
Fish & Plants
Fish & Chips
Fish & Chicken
Crocs S1, P2
Crocodiles S1P3
CROC WORDS
Write these words in Alphabetical Order.
Crocodile, Billabong, Safety, Saltwater,
Defence, Poachers, Conservation, Albino, Climate, Caimans, Food Chain,
Farms, Hibernate, Warning, Habitat
_________________________________________________________________________________
_________________________________________________________________________________
______________________________________________________________________
Dictionary
Find the meanings of 5 of the above words (ones you don’t already know)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________
Use 5 of these words in a sentence (try to use more than one in one sentence)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________
Crocodiles S3P1
LIZARDS
How the Shingleback
Got Two Heads
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Lizard S2P1
LOUNGING LIZARDS
Fill in the missing words.
Look at the l________ lounging around on that rock. It's not
being lazy, it's actually doing two things at once! This lizard is
trying to c___________, so it doesn't get eaten and it's
sunbaking. This is also called b__________.
Lizards are reptiles and like all r_______s, lizards are cold
blooded. That doesn't mean they have icy b_____d, it just
means they warm up differently to warm blooded animals like
h________s. Reptiles are sometimes called 'solar powered'.
They need the sun to h____t their bodies. If they don't get
enough sun they will be too c_____ to move or to eat. If they
get too hot, they will have to find a s_______ spot to cool down.
In places where w______s are cold, many reptiles hide away
and sleep until it warms up again in spring. This is called
h___________n.
Lizard S2P2
SNAKES
Australia is home to some of the most venomous snakes in
the world such as the Fierce Snake, King Brown, Tiger
Snake and Death Adder. There are about 3000 snake bites
each year but people rarely die from snake bite in Australia
because of antivenom. Antivenom is the medicine we use
to cure snake bite and it works very well.
In the warmer months of the year, you may even see a snake in your backyard or the bushland near
you. This is when they will be looking for food, water or a mate. The best and safest thing to do if you
see a snake is to leave it alone. People that try to pick up snakes or try to kill them are the ones that
get bitten.
What if you don't see the snake until you are about to step on it? Be smart and stand as still as a
statue. If you are a metre or more from the snake, back away and run for help... in the other direction
of course!
If you are out bushwalking, make sure you wear sensible clothing including shoes or boots ands socks.
Be careful when you step over logs and rocks and don't put your hands into holes or cracks that you
cannot see inside.
If a snake does bite, make sure the person bitten is well away from the snake. It is important to keep
calm. Use a bandage or some clothing to wrap firmly over the bite. Then wrap down the limb, that is,
down the arm toward the fingers or down the leg toward the toes. Wrap up again heading up to the
heart. Keep the limb still. Do not allow the bitten person to walk. Most importantly get help from an
adult or ring an ambulance on "000
1. Do people often die from snake bite in Australia? Why?__________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. What time of year might you see a snake and what might they be doing?_____________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
3. What should you do if you see a snake? What shouldn't you do?___________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
4. Step by step, what should you do if someone is bitten by a snake?
1.__________________________________________________________________________
2.__________________________________________________________________________
3.__________________________________________________________________________
4.__________________________________________________________________________
5.__________________________________________________________________________
Snake S2P2
ISSUE:
The only good
snake is a
dead snake.
Arguments for...
Arguments against...
Snake S3P1
Serpentes
1. Your mission is to research six Australian species of snake. Statethe common name, the
scientific name and if it is venomous or a python.
COMMON NAME
SCIENTIFICNAME
VENOMOUS/ PYTHON
2. Research sloughing, that is, how a snake shedsits skin. Write in detail why and how this
process occurs.
3. Choose a snake f romyour above list . How does it catch and digest its prey? Give detail.
Snake S3P2
SPIDERS
Write your own…
R______________________________
E______________________________
D______________________________
B______________________________
A______________________________
C______________________________
K______________________________
Draw a Redback in its habitat
Spiders S2P1
A Spider
World!
Spiders play an extremely important part in the balance of nature in
almost every habitat that exists, but so do their predators.
Consider this when you write your own narrative about a world where
spiders have no enemies.
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
Spiders S3P1
NAME _________________
DATE __________
INFORMATION REPORT
________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
____________________
TO COMPLETE THE
Spiders S3P2

Worksheets 3 to 6 - Australian Reptile Park

Transcription

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