Download Australian Habitats

Australian Habitats
Activities and BLMs
Text by Denise Pilinis
Teaching framework designed by Charlotte Forwood and Sharon McCormack
Titles in the series
Deserts
Oceans
Rainforests
Wetlands
AUTHOR
Greg Pyers
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
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Australian
Habitats
Deserts
Activities and BLMs – Australian Habitats
• Text by Denise Pilinis • Teaching framework designed by Charlotte Forwood and Sharon McCormack
Titles in the series
Deserts
Oceans
Rainforests
Wetlands
AUTHOR
Greg Pyers
Deserts
INTRODUCTION
Deserts describes desert habitats in Australia, with the Great Victoria Desert as a case study. The text
explains what a desert is and describes the different animal and plant species that live in deserts. It also
explains how desert animals and plants have adapted to survive in their habitats.
NATIONAL CURRICULUM LINKS
This text links with the National Curriculum in Levels 1 and 2 in Science and Studies of Society and
Environment.
UNDERSTANDINGS
• Desert animals and plants have adaptations that enable them to survive in desert habitats.
• The Simpson Desert is one of Australia’s largest deserts.
• Visitors to Australia’s deserts can learn about desert habitats and the Aboriginal history of the
deserts.
VOCABULARY
adaptations, arid zone, dominant, dormant, erosion, extinct, extreme, gibber, hardy, mammals,
marsupials, microhabitats, nocturnal, nomadic, predators, protected, threatened species
3 • Australian Habitats • Deserts
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Deserts
Focusing
DISCUSSION QUESTIONS
Have students complete these questions orally to focus on the text.
LITERAL:
• What are the characteristics of a desert? (A dry place with little rainfall and extreme temperatures.)
• How do plants and animals survive in the desert? (They have adaptations and features that enable
them to survive in the hot, dry habitat.)
• Why are some desert animals nocturnal? (They feed at night when it is cool.)
• Why do some desert plants have narrow leaves and thick, waxy skin? (To keep water loss to a
minimum and to prevent leaves from drying out.)
• What factors threaten Australian deserts? (Introduced predators such as foxes, cats and rabbits kill
native animals; cattle and feral goats eat native plants; deserts can be damaged by farming, land
clearing or mining.)
INFERENTIAL:
• What connection do Aboriginal people have with Australian deserts?
• Why do some animals live under ground in the desert?
• Explain how a reptile, a bird and a mammal living in the Simpson Desert have adapted to their
habitat.
• If deserts become hotter in 2100 as predicted by scientists, how will this affect plants and animals
that live in the desert?
EVALUATIVE:
• Why is it a problem if more desert animals become extinct?
• Why do people need to care for desert habitats?
• What would it be like to visit a desert?
Engaging
LEARNING EXPERIENCE 1 s Desert animals and plants have adaptations that
enable them to survive in desert habitats.
Resources
n
Pages 4–29 of Deserts
n
Art materials to create models of animals in the desert habitat
Language and
n
Literal and inferential comprehension
literacy skills
n
Locating and recording relevant information
focus
n
Speaking and listening
n
Summarising information
n
BLM 1
4 • Australian Habitats • Deserts
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Deserts
Thinking skills
n
Creating
focus
n
Recalling and remembering
Activity
1 In a set time limit, ask students to write down as many ideas as they can
n
Interpreting
n
Applying knowledge
about Australian deserts. In pairs, students share and compare their written
ideas, identifying similarities and differences. Students choose one or two
particular points of interest to share with the class.
2 Read pages 4–9 of Deserts. Ask students to imagine what it would be like
to live in an Australian desert. Ask: ‘In what ways is a desert different from
where you live?’ Tell students that, as humans, they would need to change
or adapt their behaviour to enable them to live comfortably in the desert.
Ask: ‘What changes would you need to make to the way you live so that
you could survive?’ Students consider how they would need to change to
meet their needs for shelter, food, comfort and safety. Have them suggest
ideas to complete the following sentence starter: ‘To live in the desert,
I would need to …’
Going further
1 Define and discuss adaptation. Ask students to give examples of any
animals and plants they know that have adapted to their habitat. Have
them explain how the adaptation has enabled the animal or plant to survive
in its habitat.
2 Read pages 10–13 of Deserts. As a class, record the ways in which desert
animals and plants have adapted to their environment as described in the
text. Identify the reasons why these adaptations are necessary, e.g. to save
water, to protect itself from predators, to eat, etc. Demonstrate how to
summarise the information as dot points.
3 Distribute BLM 1. Students research to draw and write about examples of
specific animals and the adaptations that enable them to survive in their
habitat.
4 As an extension, students might create a model of one of the animals to
show one way it adapts to its habitat.
Assessment
Assess students’ ability to interpret information and record examples of animals
and their adaptations.
5 • Australian Habitats • Deserts
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Deserts
Learning experience 2 s The Simpson Desert is one of Australia’s largest
deserts.
Resources
n
Pages 8–9, 18–21, 22–25 of Deserts
n Book
n
BLM 2 (enlarged to A3)
and non-book resources about the Simpson Desert
Language and
n
Literal and inferential comprehension
literacy skills
n
Locating and recording relevant information
focus
n
Researching
n
Note taking
Thinking skills
n
Interpreting
n
Analysing
focus
n
Describing
Activity
1 Locate the Great Victoria Desert on the map on page 8 of Deserts. Read the
n
n
Remembering
Comparing and contrasting
case study (pages 18–21) and identify the subheadings. Read the ‘Habitats’
section (page 18). Demonstrate note-taking skills by listening for and
recording key words and phrases; e.g. spinifex, sand dunes, grasslands, salt
lakes.
2 Repeat with the other subheadings in the case study so that students
become confident in locating key words and phrases.
Going further
1 Tell students they will be working cooperatively in pairs to research facts
that could be included in a case study about the Simpson Desert. As a class,
look back at the map and table on pages 8 and 9. Distribute BLM 2. Ask:
‘What facts about the Simpson Desert are provided on the map and in the
table?’ Students record relevant information in the first box in the lotus
diagram.
2 Read pages 22–25. Students interpret information from the text to include
on their lotus diagrams. Provide other book and non-book resources that
the students can use for their research.
3 Pairs of students then compare their lotus diagrams with another pair to
make a group of four. Students add to or revise their lotus diagrams where
necessary.
4 Display the lotus diagrams, which will be used in learning experience 3.
Assessment
Assess students’ ability to record information in note form. Assess their ability
to work cooperatively to research, locate and record relevant information to
complete their lotus diagram.
6 • Australian Habitats • Deserts
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Deserts
Learning experience 3 s Visitors to Australia’s deserts can learn about the
desert habitats and the Aboriginal history of the deserts.
Resources
n
BLM 3
n
Class PMI chart (pluses, minuses, interesting)
n
Completed lotus diagrams (BLM 2)
n
Resources with images of the Simpson Desert
n
Completed postcards to use as writing/photographic models
Language and
n
Literal and inferential comprehension
literacy skills
n
Representing ideas visually
Thinking skills
n
Applying knowledge
focus
n
Summarising
Activity
Read pages 28–29 of Deserts. Ask students what it would be like to visit an
n
n
Writing a postcard (recount)
Writing research notes as sentences
focus
n
n
Transferring ideas
Thinking creatively
Australian desert. Record students’ responses on a class PMI chart. What do
you think the pluses would be? What do you think the minuses would be?
What do you think would be interesting about visiting a desert habitat?
Going further
Ask students to imagine they are travelling through the Simpson Desert. Tell
them they are to write a draft of a postcard to a friend or family member telling
them about their experiences in the Simpson Desert, using BLM 3. Identify
topics that could be referred to in the postcard, e.g. how they are travelling,
a description of the habitat, the plants and animals they have seen along the
way. Have students draw on their research from BLM 2. Encourage students
to research images that could be attached to the front of the postcard. Ensure
students are aware of the structures and features of a recount.
Assessment
Assess students’ ability to draw on the facts from their research to write
sentences in a recount. Assess their ability to construct a recount using
appropriate grammatical structures and features.
Reflecting
• What new information did you learn about Australian deserts?
• How do you think Australian deserts might be similar to or different from other deserts
around the world?
• What do you still wonder about Australian desert habitats?
7 • Australian Habitats • Deserts
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Australian
Habitats
Habitats
BLM 1
Oceans
Deserts
Name
Animal adaptations
Write and draw examples of animals that use these adaptations
to help them survive in their desert habitat.
Staying cool
Saving water
Finding and
storing food
How do
animals
survive in
the desert?
Living in groups
Staying safe from
predators
8 • Australian Habitats • Deserts • Blm 1
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Australian
Habitats
Habitats
BLM 2
Oceans
Deserts
Name
The Simpson Desert
Find out information about the Simpson Desert to complete the lotus diagram.
Location
Draw a map of the Simpson
Desert.
Type of desert and
landscape features
Climate
Temperatures
Rainfall
Animals of the Simpson
Desert
Plants of the Simpson
Desert
SIMPSON
DESERT
Protected areas
What are the three
protected parks in the
Simpson Desert?
Threats
What activities damage the
Simpson Desert habitat?
History
Did Aboriginal people live
in the Simpson Desert?
9 • Australian Habitats • Deserts • Blm 2
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Australian
Habitats
Habitats
BLM 3
Oceans
Deserts
Name
Postcard from the Simpson Desert
Greetings from the Simpson Desert
[Insert your picture here]
10 • australian habitats • Deserts • Blm 3
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Oceans
Activities and BLMs – Australian Habitats
• Text by Denise Pilinis • Teaching framework designed by Charlotte Forwood and Sharon McCormack
Titles in the series
Deserts
Oceans
Rainforests
Wetlands
AUTHOR
Greg Pyers
Oceans
INTRODUCTION
Oceans describes ocean habitats in Australia, with the main focus on the Pacific Ocean as a case study.
The text describes the many different animal and plant species that live in the ocean. It also discusses
the impact of human activity on ocean habitats and its effect on the plants and animals that live in the
ocean.
NATIONAL CURRICULUM LINKS
This text links with the National Curriculum in Levels 1 and 2 in Science and Studies of Society and
Environment.
UNDERSTANDINGS
• Rock pools, coral reefs, the deep ocean and the open ocean are microhabitats within the larger
ocean habitat.
• Animals and plants living in the ocean are part of an interdependent food web.
• Ocean animals can become endangered or extinct if their habitat is damaged, altered or destroyed.
VOCABULARY
adaptations, continental shelf, continental slope, coral polyps, crustaceans, cyclones, marine,
microhabitats, microscopic, middens, nocturnal, organism, phytoplankton, pollution, predator, prey
11 • Australian Habitats • Oceans
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Oceans
Focusing
DISCUSSION QUESTIONS
Have students complete these questions orally to focus on the text.
LITERAL:
• Why is an ocean a habitat? (Because many species of plants and animals live in oceans.)
• What happens if an ocean habitat is damaged or destroyed? (The animals and plants that live there
can become endangered or extinct.)
• What evidence tells us that Aboriginal people lived around the Australian coast? (Middens, rock
paintings, their language.)
• Why is the Great Barrier Reef a special habitat? (More animal species live on the reef than in any
other part of the oceans around Australia.)
INFERENTIAL:
• What are some of the differences between ocean habitats?
• Why do ocean animals and plants live in some parts of the ocean and not in others?
• Why do scientists study the animals and plants of our oceans?
• Why are there laws to protect the Great Barrier Reef?
• How might a cyclone affect an ocean habitat?
• What could happen if tourists damage the Great Barrier Reef?
EVALUATIVE:
• Why is it important to learn about ocean habitats?
• Should tourism operators be allowed to take tourists to the Great Barrier Reef?
• Why is it everyone’s responsibility to protect our oceans?
12 • Australian Habitats • Oceans
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Oceans
Engaging
Learning experience 1 s Rock pools, coral reefs, the deep ocean and the open
ocean are microhabitats within the larger ocean habitat.
Resources
n
Pages 4–29 of Oceans
n
Book and non-book resources about oceans (refer to page 30 of Oceans)
Language
and literacy
skills focus
n
Literal and inferential comprehension
n
Speaking and listening
n
Listening
Thinking
skills focus
n
Applying prior knowledge
n
Describing
Activity
1 On a map, identify the oceans that surround Australia. Ask students to recall
n
n
n
BLM 4
n
Recording ideas visually
Researching for information
n
Explaining
Understanding
their own ocean experiences. Ask: ‘What parts of the ocean have you been
to? What did you see? What lives in the ocean?’ Record students’ answers.
Ensure students include plants and coral.
2 Students identify the ocean animal on the front cover of Oceans. (It is a manta
ray.) Ask: ‘In what part of the ocean would this animal live?’ (Coral reef.)
‘What visual clue in the photograph indicates the microhabitat of a manta
ray?’ (The coral.) Ensure students understand the meaning of habitat and
microhabitat. Identify ocean plants and animals in the other photographs in
Oceans. Students suggest which microhabitat each ocean plant or animal
might live in.
3 Read pages 4–13 of Oceans. List some ocean microhabitats, such as rock
pools, coral reefs, kelp forests. Ask: ‘What differences are there between these
ocean microhabitats? Why would different plants and animals live in different
habitats?’
Going
further
1 Distribute BLM 4. Students research to find facts and images about three
ocean microhabitats – coral reef, rock pool, open ocean. Students choose one
other ocean microhabitat to research. Students draw pictures and write labels
to show what each microhabitat looks like and what animals and plants live
there.
2 As an extension, allocate different microhabitats to groups of students.
Students work in groups to create a visual display of their allocated habitat.
Assessment
Assess students’ ability to accurately research each microhabitat and to
demonstrate their understanding in their use of words and images.
13 • Australian Habitats • Oceans
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Oceans
Learning experience 2 s Animals and plants living in the ocean are part of an
interdependent food web.
Resources
n
Pages 10–29 of Oceans
Language and
literacy skills
focus
n
Literal and inferential comprehension
n
Researching
n
Writing food webs
Thinking skills
focus
n
Interpreting
n
Applying
n
Sequencing
n
Making connections
Activity
1 Discuss the food web on page 25 of Oceans. Students interpret the
n
BLM 5
diagram by choosing an animal or plant in the web and then deciding
‘what I eat’ and ‘what eats me’. Example, parrot fish: What I eat? Coral
polyps. What eats me? Reef sharks and tiger sharks. Example, green turtle:
What I eat? Sea grass. What eats me? Tiger shark.
2 Define the terms prey and predator. Ask: ‘In what ways can an animal be
both a predator and prey?’ Read pages 22–23 of Oceans. Demonstrate
interpreting the text to identify predators and their prey. Demonstrate
how to use arrows to link predators with their prey to create a simple food
chain. Examples:
shrimps and prawns (nocturnal animals) ➔ reef sharks
plankton ➔ manta rays
seabirds ➔ tiger sharks.
Extend the food chains by asking: ‘What do seabirds eat? What do shrimps
and prawns eat?’
Going further
1 Distribute BLM 5. Students interpret the written texts and create food webs.
2 Look back at the food web on page 25 of Oceans. Ask: ‘What extra plants
or animals could be added to the food web?’ Students work in small
groups to extend the food web, writing their ideas on sticky notes.
3 Ask students to consider the impact if one organism in the food web
reduced in number or disappeared.
Assessment
Assess students’ ability to interpret the written text, select relevant information
and transfer the information into a diagram.
14 • Australian Habitats • Oceans
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Oceans
Learning experience 3 s Ocean animals can become endangered or extinct if
their habitat is damaged, altered or destroyed.
Resources
n
Pages 4, 20–21 and 26–29 of Oceans
n
Book and non-book resources for researching endangered ocean animals
n
Literal and inferential comprehension
n
Locating and selecting relevant information
n
Note taking
n
Writing a description of an endangered animal
Thinking skills
focus
n
Interpreting
n
Applying knowledge
Activity
1 Read page 4 of Oceans. Read the list of endangered Australian ocean
Language and
literacy skills
focus
n
n
BLM 6
Recalling
n
Thinking creatively
animals. Ask students to consider why the listed animals may have become
endangered. Students suggest ways in which ocean habitats could be
damaged, altered or destroyed. Ask students if they have seen or heard
evidence of damage to ocean habitats; for example, oil spills, litter in the
ocean, people removing coral or rocks from ocean habitats, tourist boats
disturbing whales.
2 Read pages 20–21 and 26–29 of Oceans. List the threats to ocean habitats
as listed in the text. For each threat, identify the problem and a possible
solution.
Example:
Threat: Introduced species
Problem: They take over habitats of native species
Possible solution: Make sure shipping companies are aware of the problem.
Threat: Litter in the oceans
Problem: Litter kills ocean animals
Possible solution: People reduce the amount of rubbish and ensure it is
disposed of properly.
15 • Australian Habitats • Oceans
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Going further
Oceans
1 Students complete the data chart on BLM 6 to record facts about one of
the endangered Australian ocean animals. Ensure students are able to use
note-taking strategies to record facts. Have them use their research to write
a description of the endangered animal that could appear as a fact sheet.
2 As an extension, students create a poster to raise awareness of the need to
protect their endangered animals. Have them create a catchy slogan and
information poster that communicates things people can do to help protect
their endangered animal.
Assessment
Assess students’ ability to identify threats and problems and offer possible
solutions. Assess their ability to use note-taking skills to record relevant facts
and their ability to transfer the information into a description. Assess students’
ability to communicate their knowledge and understandings about endangered
animals and their need for protection in their poster.
Reflecting
• What are the most interesting facts about oceans that you can recall from your reading?
• What do you still wonder about ocean habitats?
• How might you change your behaviour to ensure that ocean habitats stay healthy?
16 • Australian Habitats • Oceans
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
BLM 4
Oceans
Name
Ocean habitats
Write and draw what you think you might see in each of these three ocean
habitats. Then research one other ocean microhabitat to complete; for example,
kelp forest, deep ocean, seagrass meadow, rocky reef or sea mounts.
Rock pool
Coral reef
Open ocean
17 • Australian Habitats • Oceans • Blm 4
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
BLM 5
1
Oceans
Name
Food webs
Read each piece of text below. Decide which organism eats which.
Draw a picture of an organism in each box. Label your pictures.
Use arrows to show which organism eats which.
Sperm whales dive more than 1000 metres to hunt for giant squid. When these whales
die, their bodies sink to the ocean floor where hagfish feed on them.
Seagrasses are flowering plants that live in shallow seas. They are the food of dugongs
and green turtles. Tiger sharks eat all kinds of animals including dugongs and green
turtles.
Phytoplankton are microscopic plants that drift in the ocean. They are food for tiny
animals called zooplankton. Zooplankton are food for krill, which are food for blue whales.
18 • Australian Habitats • Oceans • Blm 5
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
BLM 6
Oceans
Name
Endangered ocean animals
Name of
animal
Ocean
habitat
Diet
Physical
appearance
Threats to
survival
How it can be
protected
Endangered animal fact sheet
19 • Australian Habitats • Oceans • Blm 6
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Rainforests
Activities and BLMs – Australian Habitats
• Text by Denise Pilinis • Teaching framework designed by Charlotte Forwood and Sharon McCormack
Titles in the series
Deserts
Oceans
Rainforests
Wetlands
AUTHOR
Greg Pyers
Rainforests
INTRODUCTION
Rainforests describes rainforest habitats in Australia, with the main focus on the Daintree Rainforest as
a case study. The text describes the many different animal and plant species that live in the rainforest,
and explains the connection between Aboriginal people and Australia’s northern rainforests. It also
discusses issues related to human impact on rainforests and the need to conserve rainforests for the
future.
NATIONAL CURRICULUM LINKS
This text links with the National Curriculum in Levels 1 and 2 in Science and Studies of Society and
Environment.
UNDERSTANDINGS
• Australian rainforests are important habitats that cover a very small part of Australia but have very
high biodiversity.
• There are different types of Australian rainforests that are home to a diverse range of animal and
plant life.
• Human activity threatens the health and quality of our rainforests, and in particular the plants and
animals that inhabit them.
VOCABULARY
biodiversity, boardwalks, canopy, endangered, epiphytes, extinct, habitat, logging, subtropical,
temperate, tropical
20 • Australian Habitats • Rainforests
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Rainforests
Focusing
DISCUSSION QUESTIONS
Have students complete these questions orally to focus on the text.
LITERAL:
• What is a habitat? (A place where plants and animals live.)
• Why are rainforests important habitats? (They have a very high biodiversity – many species of
plants and animals are found in them.)
• Why doesn’t grass grow in a rainforest? (There is little light on the floor of the rainforest because
of the dense canopy at the upper level.)
• What are the main differences between tropical, temperate and cool rainforests in Australia? (The
climate and rainfall, and the types of animals, plants and soil.)
• Why are there laws protecting the Daintree Rainforest? (It is a Wet Tropics World Heritage Area
and the plants and animals are of world importance and must be protected.)
INFERENTIAL:
• How does a tropical rainforest differ from a temperate rainforest?
• What would happen if a rainforest animal such as the cassowary or long-footed potoroo became
extinct?
• Give some examples of ways in which people harm rainforests.
• Give some examples of ways in which people protect rainforests.
• What stance would you take if a land developer wanted to buy land to build a tourist theme park
in the Daintree Rainforest?
EVALUATIVE:
• Should tourists be allowed to visit Australia’s rainforests?
• What would happen if people didn’t care about the rainforests?
• What do you think you can do to help protect our rainforests?
21 • Australian Habitats • Rainforests
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Rainforests
Engaging
Learning experience 1 s Australian rainforests are important habitats that
cover a very small part of Australia but have very high biodiversity.
Resources
n
Pages 4–7 of Rainforests
n Book
n
BLM 7 enlarged to A3
and non-book resources about rainforests (refer to page 30 of
Rainforests)
Language and
n
Literal and inferential comprehension
literacy skills
n
Recording thoughts, feelings, knowledge and questions
focus
n
Illustrating
Thinking skills
n
Generating ideas
focus
n
Explaining
Activity
1 Before reading, ask students to draw a scene of a rainforest. Ask: ‘What
n
n
n
Speaking and listening
Recalling information
n
Questioning
Applying and transferring prior knowledge
do you think a rainforest looks like?’ Students share their drawings in
small groups. Ask: ‘What ideas were similar? What new ideas can you gain
from each other’s images?’ Have students explain where their ideas about
rainforests come from. Ask them where they have seen or read about
rainforests.
2 Distribute BLM 7. Students record what they know, feel and think about
rainforests.
Going further
1 Read pages 4–7 of Rainforests. Students recall any new information they
gained from the text. Ask: ‘What things shown in your drawings were
confirmed by the text and illustrations in Rainforests?’
2 Ask students what this text makes them wonder about rainforests. Have
students share their responses in pairs. Then students complete BLM 7 by
writing questions about rainforests that emerged from their reading of the
text. As the unit continues, students can write answers to their questions
under the heading ‘What I now know about rainforests’ on a separate sheet
or in a learning journal. Have them record progressively as they locate the
answers to their questions.
Assessment
Assess students’ ability to demonstrate their knowledge visually and to interpret
the understandings of others as shown in their visual representations. Observe
their ability to express their ideas, thoughts and feelings and to generate
questions. Assess their ability to locate and record relevant information to
answer their investigative questions.
22 • Australian Habitats • Rainforests
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Rainforests
Learning experience 2 s There are different types of Australian rainforests
that are home to a diverse range of animal and plant life.
Resources
n
Pages 8–29 of Rainforests
Language and
literacy skills
focus
n
Literal and inferential comprehension
n
Locating and selecting relevant information
n
Recording statements of fact
n
Presenting information
n
Mapping
Thinking skills
focus
n
Analysing
n
Applying knowledge
Activity
1 Read pages 8–29 of Rainforests. Identify and record the features and
n
n
BLM 8
Interpreting
n
Describing
characteristics of the different types of rainforests across Australia; that
is, tropical, subtropical/warm temperate and cool temperate. Identify the
specific rainforests referred to in the text and photographs; for example,
Daintree, Lamington, Otway Ranges and Tarkine rainforests. Locate each
rainforest on a map of Australia and determine the type of rainforest;
for example, Otway Ranges and Tarkine – cool temperate; Lamington –
subtropical; Daintree – tropical.
2 Interpret the table on page 9 of Rainforests to identify the characteristics of
each type of rainforest. Ask: ‘What additional features about each rainforest
could be included in the table?’ Answers might include animals of the
rainforest and climate. Skim the text to find additional information about
each type of rainforest.
23 • Australian Habitats • Rainforests
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Going further
Rainforests
1 Ask students if they have been on a walk through a rainforest or other
natural environment such as a national park. Ask them to think about
what they might see as they walk through the rainforest or national park.
Suggest walkways, barriers, signs, etc.
2 Divide the class into groups of five. Each group selects one Australian
rainforest and researches it to create a set of five information signs that they
would see on a walk through their rainforest. The signs should cover these
topics:
Sign A: A description of the type of rainforest (temperate, tropical, or cool),
and its location and features
Signs B and C: A description of a rainforest animal
Signs D and E: A description of a rainforest plant.
3 Students record their research on BLM 8. Each sign must have an
introduction, three facts about the topic and a drawing/photograph.
Have students use their information to create interesting signs to display
alongside a collage of images of their rainforest.
Assessment
Assess students’ ability to locate and record relevant facts for their signs. Assess
their ability to construct factual statements and use appropriate grammar
and punctuation. Observe their ability to work cooperatively on the collage of
images for their display.
Learning experience 3 s Human activity threatens the health and quality of
our rainforests, and in particular the plants and animals that inhabit them.
Resources
n
Pages 18–29 of Rainforests
n
Posters or advertisements that persuade people to act or think in a certain
n
BLM 9
way
n
A series of cards, each outlining an action that is a threat to the rainforest
(one per group). Examples:
•
•
•
•
•
•
Rainforest land is cleared to make way for housing
Tourists bring pets into the rainforest
Tourists leave their rubbish behind
Walkers do not stay on the walking tracks
More tourists are driving through the Daintree Rainforest
Introduced animals such as feral pigs live in the rainforest
•
Some people want to harvest trees from the rainforest to make
timber products.
n
Blank cards
24 • Australian Habitats • Rainforests
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Language and
literacy skills
focus
Rainforests
n
Literal and inferential comprehension
n
Reading and creating slogans
n
Creating statements of cause and effect
n
Using persuasive language and images to influence the actions of others
Thinking skills
focus
n
Linking ideas of cause and effect
n
Considering options
Activity
1 Skim Rainforests to locate information about threats to Australian
n
n
Designing
Persuading
n
Problem solving
rainforests. Divide the class into small groups and give each group a card
that outlines a threat to Australian rainforests. Students discuss and record
an initial consequence (effect) and further consequences of the action on
blank cards. On the final card, students propose a solution to the problem.
2 Students present their cause and effect chains and possible solution to the
class by standing in a line holding their cards in order. Other students offer
further suggestions about how to minimise threats to the rainforests.
3 Use the ‘Five Whys’ questioning technique to encourage big picture
thinking about rainforests. Ask: ‘Why should we protect our rainforests?’
Students answer the question and then continue asking ‘Why?’
Going further
1 Students create posters to encourage others to think about the importance
of our rainforests. Share posters that promote positive behaviours in the
community. Identify features of the poster that help to communicate ideas
and influence the viewer. Discuss familiar slogans students are aware of
that are used to promote products or positive behaviours. Discuss the
grammatical features of slogans.
2 Introduce BLM 9. Students follow the writing guides to design a poster and
create a slogan to encourage people to care for our rainforests. Students
decide on lettering styles, layouts, colours, etc. to create an effective poster.
Assessment
Ensure students have included all criteria in their poster. Display the posters.
Students identify specific features in the posters that they think successfully
communicate the chosen message.
Reflecting
• Looking back at BLM 7, how has this text changed the way you think and feel about rainforests?
• How has the text increased your understanding about the features of the rainforest habitat?
• What do you still wonder about rainforests?
25 • Australian Habitats • Rainforests
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
BLM 7
Rainforests
Name
Thinking wheel
What I know about
rainforests
How I feel about rainforests
What I think about
rainforests
What I wonder about rainforests
26 • Australian Habitats • Rainforests • Blm 7
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Australian
Habitats
Habitats
BLM 8
Oceans
Rainforests
Name
Rainforest signs
Introduction
Fact 1
Fact 2
Fact 3
27 • Australian Habitats • Rainforests • Blm 8
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
BLM 9
Name
Design a poster
Choice of rainforest:
What message do you want to communicate about caring for this rainforest?
What is your slogan?
What three actions will you include in your poster?
28 • Australian Habitats • Rainforests • Blm 9
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Wetlands
Activities and BLMs – Australian Habitats
• Text by Denise Pilinis • Teaching framework designed by Charlotte Forwood and Sharon McCormack
Titles in the series
Deserts
Oceans
Rainforests
Wetlands
AUTHOR
Greg Pyers
Wetlands
INTRODUCTION
Wetlands describes wetland habitats in Australia, with Kakadu National Park as a case study. The
text explains what a wetland is and describes the many different animal and plant species that live
in wetlands. It also explains how wetland animals and plants have adaptations that enable them to
survive in their habitat. Wetlands discusses the impact of human activity on wetland habitats and on
the plants and animals that live in the wetlands.
NATIONAL CURRICULUM LINKS
This text links with the National Curriculum in Levels 1 and 2 in Science and Studies of Society and
Environment.
UNDERSTANDINGS
• Wetlands are important habitats within the environment.
• Wetlands are living habitats.
• People’s actions have positive and negative impacts on wetlands.
VOCABULARY
adaptations, algae, billabongs, estuaries, indigenous, introduced species, marshes, microhabitats,
neglected, nutrients, pollutants, swamps, threats
29 • Australian Habitats • Wetlands
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Wetlands
Focusing
DISCUSSION QUESTIONS
Have students complete these questions orally to focus on the text.
LITERAL:
• What are some different types of wetlands? (Lakes, rivers, estuaries, billabongs, salt-marshes,
swamps, and human-made wetlands such as dams and artificial lakes.)
• Why are some Australian wetlands called Ramsar wetlands? (Because they are included on the list of
the world’s most important wetlands.)
• How have wetlands been used by Aboriginal people in the past and in the present day? (As a food
source.)
• Why are wetlands important? (They provide habitats for plants and animals, they are fish breeding
areas, they filter pollutants from the water, they are barriers to fire, they slow down floodwaters,
they are used for recreation.)
• What are some of the threats to wetlands? (Introduced animals and plants, tourism, mining.)
INFERENTIAL:
• What are some of the differences between different types of wetland habitats?
• How do introduced animals and plants affect wetlands?
• Describe some ways in which plants and animals depend on each other in a wetland.
• Why are scientists concerned about climate change?
EVALUATIVE:
• What did the author need to know to be able to write this book?
• What resources might the author have used to write the book?
• Why should people care about wetlands?
30 • Australian Habitats • Wetlands
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Wetlands
Engaging
Learning experience 1 s Wetlands are important habitats within the
environment.
Resources
n
Pages 4–29 of Wetlands
n
A class-sized replica of BLM 10 n
Book and non-book resources about wetlands
n
Literal and inferential comprehension
n
Note taking
n
Summarising
n
Describing
Thinking skills
focus
n
Applying knowledge
n
Exploring prior knowledge
Activity
1 Before sharing the text, ask students to describe wetlands near their local
Language and
literacy skills
focus
n
n
BLM 10 enlarged to A3
Making connections
n
Researching
area or wetlands they have visited. Create definitions of a wetland by
completing the phrases:
A wetland is …
A wetland has …
2 Divide students into groups. Have them complete BLM 10 by drawing on
their prior knowledge to record facts under each heading. Each group joins
with another group to share and compare prior knowledge. Compile each
group’s information from their BLM onto the class replica of the BLM. As a
class, review the information under each heading. Ask: ‘Which facts do we
know are true? Which facts are we unsure about?’
3 Introduce students to the Wetlands text by reading pages 4–7. Browse
the photographs. Ask: ‘What can we learn about wetlands from the
photographs in this text?’ Add these facts to the class chart.
Going further
Students record further questions they have about each heading. Students
research to find answers to their questions as the unit progresses, and add
information to the class chart.
Assessment
Assess students’ ability to draw on their prior knowledge and extend their prior
knowledge through research. Ask students to compare their lists before and
after research. Ask: ‘How does research help to further our knowledge and
understanding of the topic?’
31 • Australian Habitats • Wetlands
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Wetlands
Learning experience 2 s Wetlands are living habitats.
Resources
n
Pages 22–25 of Wetlands
Language and
literacy skills
focus
n
Literal and inferential comprehension
n
Speaking and listening
n
Illustrating
n
Researching
Thinking skills
focus
n
Thinking creatively
n
Applying knowledge
Activity
1 Locate the Murray River on a map. Ensure students understand the term
n
n
BLM 11
n
Paper collage materials
Imagining
n
Representing ideas visually
billabong. Students close their eyes and imagine they are at a billabong as
they listen to ‘A day in the life of an Australian wetland’ on pages 22–25
of Wetlands. Then read the text again, asking students to listen for features
of the billabong described in the text. Discuss reasons why a billabong is a
living habitat.
2 On a class chart, record what students would see and hear during the
different times of day in a Murray River billabong.
3 Distribute BLM 11. Students draw sketches to show what happens at a
billabong during the day.
Going further
In small groups, students work cooperatively to create a large-scale collage of
a billabong wetland based on their drawings. Have them research to locate
images of the animals and plants in a billabong habitat as reference material for
their collage.
Assessment
Assess students’ ability to listen to and interpret the text. Assess their ability to
apply their knowledge visually, drawing on the reference material to create their
images for the collage.
32 • Australian Habitats • Wetlands
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
Wetlands
Learning experience 3 s People’s actions have positive and negative impacts
on wetlands.
Resources
n
Pages 16–17, 21 and 28–29 of Wetlands
n
Cardboard to use in the construction of the game
Language and
literacy skills
focus
n
Literal and inferential comprehension
n
Researching
Thinking skills
focus
n
Applying knowledge
n
Forming opinions
Activity
1 Ask: ‘What if our wetlands were damaged or destroyed?’ Create a cause
n
n
n
n
n
BLM 12
Recording facts
Recording instructions
Thinking creatively
Cause and effect
and effect wheel to record the consequences.
2 Role-play situations in which students demonstrate different ways in which
people harm and help wetlands. Then have students research to identify
ways in which people help and harm wetlands to record on BLM 12.
3 Students follow the instructions on BLM 12 to create a board game
using their lists of ways in which people help and harm wetland habitats.
Students swap the completed games for other students to review.
Going further
Students draw on their information to create warning signs that they might see
at a wetland to prevent people from damaging the habitat. Students visit other
classrooms to encourage others to care for a wetland in their local area, using
their warning signs as props.
Assessment
Assess students’ ability to apply their knowledge to create a board game.
Assess their ability to communicate their knowledge to others.
Reflecting
• How useful was this text in informing you about wetland habitats?
• What information about wetlands did you find interesting?
• What type of wetland would you like to visit?
33 • Australian Habitats • Wetlands
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
BLM 10
Wetlands
Name
Finding out about wetlands
Wetland animals
Using wetlands
Wetland plants
WETLANDS
Types of wetlands
34 • Australian Habitats • Wetlands • Blm 10
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Australian
Habitats
Habitats
BLM 11
Oceans
Wetlands
Name
Life in a Murray River billabong
In each segment, draw a sketch to show daily life in a Murray River billabong.
AF
T
G
IN
E
OO
M
OR
RN
N
Then use your drawings to create a collage of a Murray River billabong habitat.
N
NIGHT
35 • Australian Habitats • Wetlands • Blm 11
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Habitats
BLM 12
Wetlands
Name
People’s actions
List ways that people help and harm our wetland habitats.
HELPING WETLANDS
HARMING WETLANDS
Now follow these instructions to help you make a board game about
protecting our wetlands.
1 Use your ‘helping’ notes to make
‘Have another turn’ cards. Example:
3 On a large piece of cardboard, draw a
10 x 8 grid. Number each square from
1 to 80.
You volunteer to
join in a wetland
clean-up day. Have
another turn.
4 Choose squares on the grid that tell
people to pick up a card.
5 Colour and decorate your Wetland
2 Use your ‘harming’ notes to make
‘Miss a turn’ cards. Example:
You throw rubbish
into a river
while fishing.
Miss a turn.
Habitat game board with some
interesting plants, animals or
symbols.
6 Write a set of instructions that tell
people how to play your game.
7 Swap games with another group and
have fun playing!
36 • australian habitats • Wetlands • Blm 12
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian
Australian
Habitats
Habitats
Oceans
Wetlands
Taking action – Australian Habitats
Think back to each of the four books in this series. Ask: ‘How has each book changed the way
you think and feel about the environment?’ Complete BLM 13.
37 • Australian Habitats • Wetlands
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6
Australian Habitats
BLM 13
Name
Reflecting on my learning
Unit topic:
When we started the unit, I wanted to know more about
The three most interesting facts I learned about habitats are
My favourite activity during the unit was
because
The most interesting animal I read about is the
. I learned that
The most interesting plant I read about is the
. I learned that
The habitat I would like to visit the most is
because
The most important thing I would tell someone else about habitats is
Now we have finished the unit, I want to know more about
38 • Australian Habitats • Blm 13
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) isbn 978 1 4425 2428 6