AAUUSSTTRRAALLIIAANN RREEPPTTIILLEE PPAARRKK

TTeeaacchheerrss RReessoouurrccee KKiitt 33--66

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. ________________________________________ 2. ________________________________________ 3. ________________________________________ 4. ________________________________________ 5. ________________________________________ 6. ________________________________________ 7. ________________________________________ 8. ________________________________________ 9. ________________________________________ 10. ________________________________________ 11. ________________________________________ 12. ________________________________________ 13. ________________________________________ 14. ________________________________________

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 cold-blooded > 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-a-word’. 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 Suggested Activities: 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. Suggested Activities: 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) B. A clipboard or something to lean on 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. Suggested Activities: 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 fo

up to 2 years in which time is taught to dig

r

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 False 2. Crocodiles eat large mammals like pigs & kangaroos True 3. Crocodiles are found in the Tropics True 4. A Crocodile is an aggressive predator True 5. Crocodiles roam in packs False 6. Some Crocodiles are white True 7. Crocodiles hibernate True 8. Crocodiles can hold their breath for more than an hour True 9. Crocodiles have strong, smooth, leathery skin True 10. A Croc’s tail is the length of its body True 1. Can Saltwater Crocodiles live in fresh water? Yes 2. Do Crocodiles have good sight, smell & hearing? Yes 3. Is the Crocodile at the top of the food chain? Yes 4. Do croc’s have 3 eyelids? Yes 5. Some Crocs eat rocks 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 DESCRIPTION

Eyes Set high on head to facilitate seeing whilst in water. Transparent membrane covers

eyes & acts as goggles when submerged

Ears Set high on head to facilitate hearing when in water. Valves seal the ears when

submerged

Nostrils 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

Glottis Seals throat & enables submersion without drowning

Tough Skin Skin – apart from belly skin – acts as a suit of armour & is reinforced with osteoderms

(hard raised lumps) for added protection

Muscular Tail 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

Feet Partially webbed (for swimming) & strongly clawed (walking & digging on land)

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. Suggested Activities: 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

The 2nd section offers students flexibility in their answer but also the opportunity to share more of their research information.

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

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. Suggested Activities: 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 FUNCTION FEEDING / DEFENSE Strong muscular body Constriction

Diet – mammals / birds Locomotion 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 Galapagos tortoises. Trace

the line to find out how long he will live.

1000

300

150

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? _______________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________

Turtles & Tortoises S2P2

ISSUE: Should people in Australia be ableArguments for…

Arguments against…

Turtles & Tortoises S2P3

TO COMPLETE THE “TURTLE SCHMURTLE” SHEET

You will need . . . A. ‘Turtle Schmurtle’ sheet (write your name on it!) B. A clipboard or something to lean on C. A pen or pencil Instructions . . . 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 4. Note your observations in the last column Back at School . . . Compare & contrast these animals. Use the following headings. Appearance (Colour, size etc) 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

TIME

_______________________ OBSERVATIONS

DATE

TIME

________________________OBSERVATIONS

DATE

TIME

________________________OBSERVATIONS

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 Bites Bush Cats Carry Claws Climb Dogs Eucalyptus Female Future Growls Gum Habitat Joey Koala Male Marsupial Me No Nose Pouch Rear-facing 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 Yes / No

a) Grey Gum ________ b) Wattle ________ c) Grevillea ________ d) Swamp Mahogany ________ e) Scribble Gum ________ f) Callistemon ________ g) Melaleuca ________ h) Spotted Gum ________ i) Tallowwood ________ j) 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

AA BBIIRRDDYY FFIINNDD--AA--WWOORRDDYY

C C A S S O W A R Y B R U L O R I K E E T O O R C A T B I R D R W W R C O C K A T O O E B A M A G P I E T S R S W A M P H E N A E B B O O B O O K O W L I M N P A R R O T N L R U G Y G A L A H Y A D K O O K A B U R R A D E M U B A R N O W L M

PARROT SWAMP HEN CASSOWARY BOWER BIRD KOOKABURRA LORIKEET CAT BIRD COCKATOO BARN OWL BOOBOOK OWL MAGPIE CROW TAWNY CURRAWONG BAT GALAH EMU 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

What am I?

Draw me in my habitat

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!)

B. A clipboard or something to lean on C. A pen or pencil Instructions . . . 1. Go to 3 different bird aviaries. Choose a bird from each aviary 2. Write the date & time of day in the first column 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. Appearance (Colour, size etc) 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

TIME

_______________________ OBSERVATIONS

DATE

TIME

________________________OBSERVATIONS

DATE

TIME

________________________OBSERVATIONS

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.

Cassowary S3P1

chick fight

beware metres

hatch kicking

horny strong

born defence

Rainforests stature

dagger swiftly

wings fluff

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 orphans

jellybean pouch burrows mouse

Wombat S3P1

CROCODILES

CROCNScc WHAT WHAT A CROC!

True or False 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 Crocodiles tail is the length of its body __________

YES/NO 1. Can Saltwater Crocodiles live in fresh water? Y / N 2. Do Crocodiles have good sight, smell & Hearing? Y / N 3. Is the Crocodile at the top of the food chain? Y / N 4. Do crocodiles have 3 eyelids? Y / N 5. Some Crocodiles eat rocks 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 & Chicken Fish & Chips

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 sBe careful when you step over logs and rocks and don't put your hands into holes or cracks that youcannot see inside.

ocks.

. What time of year might you see a snake and what might they be doing?_____________________________

_______________________________________________________________________________________

________________________________________________________________________________________

2.__________________________________________________________________________

3.__________________________________________________________________________

4.__________________________________________________________________________

5.__________________________________________________________________________

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_________________________________________________________________________________________ _________________________________________________________________________________________ 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.__________________________________________________________________________

Snake S2P2

ISSUE:The only good

snake is adead snake.Arguments for... Arguments against...

Snake S3P1

Serpentes

1. Your mission is to research six Australian species of snake. State the common name, the scientific name and if it is venomous or a python.

COMMON NAME SCIENTIFIC NAME VENOMOUS/ PYTHON

2. Research sloughing, that is, how a snake sheds its skin. Write in detail why and how this process occurs.

3. Choose a snake f rom your 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