Humpback Whale Series: Activity Book by Teacher Superstore

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ISBN 978 1 86397 752 4

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The Humpback Whale Activity Book

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Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

Contents

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Science and Technology, Society and Environment/HSIE

Mathematics

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Endangered Species ..................................................... 2 6 What is a Mammal? ......................................................... 6 Rubbish From Our Homes .......................................... 2 7 Aquatic Animals ............................................................... 7 Seeing the Whales ......................................................... 2 8 Looking at the Humpback ............................................. 8 Whale Acrobatics............................................................ 9 Visual Art Food Chains ................................................................... 1 0 Poster on Effects of Humans on Antarctica .............. 2 9 Keeping Track of the Weather ..................................... 1 1 What to do if you find a Beached Whale ................... 3 0 Animal Survival .............................................................. 1 2 Advertisement for Whale Watching ........................... 3 1 Features of Humpback Whales ................................... 1 3 Life Cycles ..................................................................... 1 4 Research/ICT (Internet Activities) Whale Migration Paths .................................................. 1 5 Up to the Minute News About Whales ..................... 3 2 How to Help Save the Whale ...................................... 1 6 Whale Research ............................................................. 3 3 Plant and Animal Products ........................................... 1 7 Whale Songs .................................................................. 3 4

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Investigating Antarctica ................................................ 3 6 Writing a Postcard ........................................................ 1 8 Greenhouse Gases in Antarctica ................................. 3 7 Contractions .................................................................. 1 9 Endangered Whales ...................................................... 3 8 Descriptive Devices – Similes ..................................... 2 0 Descriptive Devices – Adjectives ............................... 2 1 Answers ......................................................................... 3 9 Whale Crossword ........................................................ 2 2 Spelling Strategies ......................................................... 2 3 Bibliography .................................................................. 4 3 Find-a-Word .................................................................. 2 4 Tips to Save the Environment ..................................... 2 5 Suggested Websites: .................................................... 4 4

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Curriculum Links The activities in this book can be linked to the following outcomes.* NEW SOUTH WALES

Human Society & Its Environment (HSIE) Strand: Environments - Stages 2-3

SOUTH AUSTRALIA

Society and Environment Standards 2 and 3 Strand: Place, Space and Environment

Describes places in the local area and other parts of Australia and explains their significance. (ENS2.5) Describes people’s interactions with environments and identifies responsible ways of interacting with environments. (ENS2.6)

Shows an understanding of the interrelationships between natural and built environments, resources and systems. (2.4, 3.4) Understands that people cause changes in natural, built and social environments, and they act together in solving problems to ensure ecological sustainability. (2.6, 3.6)

SCIENCE and TECHNOLOGY Strand: Living Things - Stages 2-3

SCIENCE Strand: Life Systems

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NATIONAL CURRICULUM (NT/TAS/ACT)

Studies of Society and Environment (SOSE) Strand: Place and Space - Levels 2-3

Describes choices people make in their use of places. (2.5, 3.5) Identifies how people can cooperate to care for places in a community. (2.6, 3.6)

Explores relationships between living things by posing investigable questions about features and functions. (2.5, 3.5) Communicates understandings of life cycles and the importance of diversity for the future. (2.6, 3.6) WESTERN AUSTRALIA

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Identifies and describes the structure and function of living things and ways in which living things interact with other living things in their environment. (LTS2.3)

Standards 2 and 3

Society & Environment Strand: Place and Space - Levels 2-3

Understands that places are characterised by their location and specific natural and built features. (PS 2.1, 3.1) Understands that people make choices in their use of places (PS 2.2, 3.2) Understands that people in a community can cooperate to care for places. Also understands that people have different views about which places need to be cared for. (PS 2.3, 3.3)

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(Living Things) Describes the relationships between living things and maps relationships between living things and a habitat. (2.7, 3.7) (Structure and Function) Links observable features to their functions in familiar living things. (2.8, 3.8) (Biodiversity, Change and Continuity) Compares and contrasts similarities and differences within and between groups of familiar living things and explains why some living things are endangered or at risk of becoming extinct. (2.9, 3.9) QUEENSLAND

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Studies of Society and Environment (SOSE) Strand: Place and Space - Levels 2-3

Understands that needs, features and functions of living things are related and change over time. (LL2) Understands that living things have features that form systems which determine their interaction with the environment. (LL3) VICTORIA

Studies of Society and Environment (SOSE) Strand: Place and Space - Levels 2-3

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Identifies how environments affect lifestyles around Australia. (PS 2.1, 3.1) Predicts possible consequences for an ecological system when an element is affected. (PS 2.3, 3.5) Describes how their present use of places may change over time to meet their changing needs and interests. (PSD 2.8)

SCIENCE Strand: Life and Living - Levels 2-3 Looks for patterns and relationships between the features of different living things and how those living things meet their needs. (2.1, 3.1) Makes links between different features of the environment and the specific needs of living things. (2.3, 3.3)

Strand: Life and Living - Levels 2-3

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SCIENCE Strand: Life and Living - Levels 2-3

Explains how people make choices in their use of places. Discusses how individuals and groups can participate in the care of places in a community.

SCIENCE Strand: Biological Science - Levels 3

Describes environmental factors that affect the survival of living things. (3.1) Identifies the main structural features that work together to form systems in plants and animals. (3.2) * Note also that many of the activities have a strong language component and can be linked to your state’s English curriculum.

Teachers’ Notes Objectives • To foster a greater understanding of the interdependence of humans and animals • To develop skills in comprehension and critical thinking • To develop and refine research skills • To recognise the importance of biodiversity in nature • To read and interpret statistical information related to the environment • To appreciate and value the importance of preserving the environment and conserving species.

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The worksheets include activities relevant to Science, Society and Environment/HSIE, English, Mathematics, Visual Art and ICT (Information Communication Technology). The range of topics covered includes environmental concerns, animal behaviour, inherited and learned characteristics, the classification of animals and the endangered status of animals. Skills include creative writing, using descriptive devices, comprehension and critical thinking, developing spelling strategies, reading, interpreting and creating graphs, and using the Internet and library to research topics.

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Rationale The Humpback Whale Activity Book is a text based resource for students aged 8 to 12. It is intended to be used in conjunction with the resource, The Humpback Whale – A Very Spcecial Mammal, available from Ready-Ed Publications, but it also can be used as a stand-alone resource.

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Website references Many of the websites listed in this book are linked to the Ready-Ed website listed below. This saves the teacher and/or student from typing in the addresses each time. External websites referred to in this book will be updated through the Ready-Ed site below should they disappear or modify their address after publication. Bookmark this site for ease of use:

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www.readyed.com.au/urls/Various

Strand: Science and Technology, Society and Environment/HSIE

What is a Mammal? Read Page 4 in The Humpback Whale resource book

Humans are

A mammal is an animal which lives on land or in the sea.

mammals and so are

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humpback whales.

Characteristics of mammals: • Lungs to breathe in air

• Hair which covers most of its body

• A large brain so it can learn things from experience

1. Add some more characteristics typical of mammals.

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• A bony skeleton

__________________________________________________________________ __________________________________________________________________

2. Write down the features of mammals which humans have: 3.

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4. Which of the following are mammals?

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__________________________________________________________________

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List some of your favourite mammals here: • ____________________• _____________________ • ____________________• _____________________ 6

Strand: Science and Technology, Society and Environment/HSIE

Aquatic Animals Match each of the animals with its outline:

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•jellyfish •shark •squid •stingray •angelfish •whale

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o c . These animals are che e r all aquatic, which o ____ •starfish _____s t r s up_____ means they live in er ____ •beluga

____ ____ ____ ____

•swordfish •tuna •frog •dolphin

_____ _____ _____ _____

water.

Strand: Science and Technology, Society and Environment/HSIE

Looking at the Humpback Read Pages 7 – 8 in The Humpback Whale resource book

Label the parts on the drawing of the whale below.

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•fins or wings •baleen

•pleats •bumps

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r o e t s Bo r e p ok u S •dorsal fin •eye

•tail flukes •spout hole

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. tedo you notice about a humpback whale? What special things o c . che e __________________________________________________________________ r o t r s super __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 8

Strand: Science and Technology, Society and Environment/HSIE

Whale Acrobatics Read Pages 22 – 23 in The Humpback Whale resource book

Fin waving

Spyhopping

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Diving

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Breaching Tail lobbing or slapping

When a whale comes to the surface to breathe it blows out a spray of air, water and oil through its spout hole.

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Tail dancing

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Blowing or spouting

Draw a picture of all the different things whales can do in the water. Write a description of each action underneath. The first one is done for you.

Strand: Science and Technology, Society and Environment/HSIE

Food Chains Read Page 20 in The Humpback Whale resource book

Did you know that all food chains begin with sunshine? Sunlight provides energy to help microscopic creatures grow.

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Here is an example of a food chain for a baleen type whale:

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sunlight phytoplankton krill whale orca

Complete the following food chains using the pictures below. One has been done for you. 1. sunlight plant seeds mouse snake kookaburra

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3. sunlight __________ elephant

5. sunlight __________ __________ __________ polar bear

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mouse

phytoplankton

cow

grass

plant seeds

fish

seal

phytoplankton

prawn

fish

snake

elephant food

Strand: Science and Technology, Society and Environment/HSIE

Keeping Track of the Weather 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 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Temperature

Rainfall

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1. Record temperature, rainfall, wind direction and speed for one week. Collect the weather information from your daily paper, the weather report after the news on television or the Bureau of Meteorology www.bom.gov.au. 2. Look at the sky and record if it is cloudy, rainy, or sunny for most of the day. 3. Complete the table below. 4. Create a bar graph to show the rainfall and a line graph to show the temperature. Wind Direction /Speed

Monday

Tuesday

Wednesday

Sky

Don’t forget to

RAINFALL

label the axes and

TEMPERATURE

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show the scale.

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Extension: Calculate averages from the week to compare with readings from the Bureau of Meteorology website www.bom.gov.au Calculate differences from the average and discuss if there is an overall change in weather patterns in the area. Discuss: Is the climate changing? 11

Strand: Science and Technology, Society and Environment/HSIE

Animal Survival

All animals (including you!) need food, water, shelter and somewhere safe to live.

Read Page 10 in The Humpback Whale resource book

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Read the items below and tick which ones the humpback whales need to survive:

trees to live in

oxygen in the air to breathe

correct water temperature television

safe place to give birth

krill to eat

family to support it until it matures grass ocean currents during migration to help to get to the safe lagoons

sunshine house

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aquarium

quiet place to live

What else do humpback whales need to survive?

____________________________________________

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Which of these things do humans need to survive? Hint: Tick only the things that are needed to keep them alive.

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krill to eat home cars family to support them money boxes

quiet place to live krill to eat air conditioning bicycles television

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safe drinking water oxygen lollies sunshine

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What else do humans need to survive? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

Strand: Science and Technology, Society and Environment/HSIE

Features of Humpback Whales Read the indicated pages in The Humpback Whale resource book

Create a fact file of the features typical of all humpback whales.

Fact File

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Size & Appearance: (Pages 7 – 9)

Habitat:

Predators:

(Pages 12 – 15)

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(Pages 20 – 21)

Behaviour:

Breeding Habits:

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(Pages 26 – 27)

Fill in the status meter to show how endangered the humpback whale is:

Decreasing population Least concern

Vulnerable

Endangered

Critically Endangered

Extinct

Strand: Science and Technology, Society and Environment/HSIE

Life Cycles The life cycle of an organism is the series of changes that occur in the organism from fertilisation, birth, growth and development to reproduction of the next generation.

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A mammal has a special life cycle. • First it is formed when an egg is fertilised. It grows and develops inside its mother. • Then it is born. • After it is born it grows and learns how to survive in the world. • As with every mammal it goes through a stage of adolescence when it starts to look after itself. • Finally it matures and becomes an adult. • It is then able to produce its own babies.

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Draw the life cycle for a humpback whale:

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Strand: Science and Technology, Society and Environment/HSIE

Whale Migration Paths Read Pages 12 – 15 in The Humpback Whale resource book

Answer the following questions in your own words.

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1. When do east Australian humpback whales migrate?

__________________________________________________________________ 2. Where do east Australian humpback whales migrate to?

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__________________________________________________________________

ew i ev Pr

3. Why do whales migrate?

__________________________________________________________________ __________________________________________________________________

4. How do whales migrate? Write down the theories scientists have about how whales migrate.

__________________________________________________________________

o c . che e r o t r s super

s nd ou Gr

. te

g din ee Br

w ww

Use Page 12 of the resource book or the internet to help you draw the path taken by Australian humpbacks when they migrate.

m . u

__________________________________________________________________

Br ee din gG ro un ds

Feeding Grounds

Strand: Science and Technology, Society and Environment/HSIE

How to Help Save the Whale Read Page 34 in The Humpback Whale resource book

Describe three problems humpback whales face today?

r o e t s Bo r e p ok u S

• _______________________________________________________ _______________________________________________________

• _______________________________________________________ _______________________________________________________ _______________________________________________________

• _______________________________________________________

ew i ev Pr

Teac he r

_______________________________________________________

Problem: Industrial waste, such as mercury, lead, calcium, and copper can poison the water I live in.

_______________________________________________________ _______________________________________________________

w ww

• _______________________________________________________

Possible solution: Heavy

. te

penalties for people

_______________________________________________________

o c . che e r o t r s super

who pollute drains with toxic chemicals.

m . u

Describe a possible solution for each of these problems?

_______________________________________________________

• _______________________________________________________ _______________________________________________________ _______________________________________________________

Strand: Science and Technology, Society and Environment/HSIE

Plant and Animal Products Read Page 28 in The Humpback Whale resource book

1. List six products which were made from whales in the past. • ________________________ • _______________________

r o e t s Bo r e p ok u S

• ________________________ • _______________________ • ________________________ • _______________________ 3. Whale meat was used for:

___________________

4. Whale baleen was used for:

___________________

Teac he r

___________________

ew i ev Pr

2. Whale oil was used for:

Today, many of these products are made from plastic which comes from petrol or oil. If oil runs out in the future, what will we make these products from? Will we still be using these products? Or will they go out of fashion like corsets did?

Look at the table of products below. Find replacements for the items below which do not hurt the environment. Use your imagination and write down where you think you will be able to find a substitute for these products today and in the future.

petrol – oil

petrol – oil solar energy –sun

paper – trees fabric – cotton

paper – trees plastic – oil

fuel for cars

w ww

carry bags

cotton – plants wool - animals fur - animal skins

. t margarine e clothing

sweeteners meat

FUTURE hydrogen or waste from chocolate

o c . che e r o t r s super

whale oil

houses

PRESENT

m . u

PAST

PRODUCT

timber – trees bricks – clay fibro – asbestos

sugar – sugar cane honey - bees whales cattle

tables glass 17

Strand: English

Writing a Postcard

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Use this picture to write a postcard to a friend describing what you see, what you are doing and how you feel.

w ww

. te

To:

m . u

o c . che e r o t r s super

Strand: English

Contractions Postcards are like everyday speech. They use contractions which are shortened forms of words. Usually one or two letters are missing, so can not becomes can’t – the apostrophe goes where the letter is taken away. In some contractions the letters are changed, so will not becomes won’t.

r o e t s Bo r e p ok u S

Write the contractions for these words:

can not

_____________________

has not

____________________

she is

_____________________

Teac he r

____________________

ew i ev Pr

will not

could not ____________________

they are _____________________

was not

____________________

he will

_____________________

I will

____________________

it will

_____________________

Write these contractions out the long way: I’m

he’s you’ll

didn’t

_____________________

she’ll

____________________

we’re

_____________________

we’ve

____________________

they’ve

_____________________

w ww

____________________

This postcard is too formal. On a separate piece of paper write it out again using contractions.

. te

m . u

it’s

you’re _____________________ © R e a d y E d P u b l i cat i ons ____________________ wouldn’t _____________________ ____________________ _____________________ • f orr evi ew pyou’ve ur po sesonl y• ____________________

Dear Molly, We are on our w ay to the Gold Coast for an exciting holiday. I will h ave so much fun. So far we have se en the Big Banana at Coffs Harbour and the Big Tomato at Greenfields. B ut we could not climb the banana be Molly cause it is soooo big! It will be cool w Perth hen we get to Water W orld. We are ha ving a Australia whale of a time , wish you were h e re, Gerry

o c . che e r o t r s super

Strand: English

Descriptive Devices – Similes

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Similes are a way of making your writing more interesting. They create an image in the mind of the reader. In a simile you can compare one thing with another in one of two ways: “As large as a whale” or “It is like a whale”. Many animals are used as similes. Some better known similes are “as bald as an eagle” and “as quiet as a mouse”.

Try to match these adjectives with animals to create well known similes:

•peacock •owl •ox •snake •rabbit •fox •giraffe •turtle •cat

1. as tall as a

________________

2. as strong as an ________________

6. as wise as an

________________

7. as shy as a

________________

© ReadyEd8.Pasu l i c i ons ab curious asa at ________________ o rr evi ew pu ose nl y• 4. as slimy • as af ________________ 9.r asp cunning as s a o ________________ 3. as scared as a ________________

________________

w ww

Write some fresh or different similes for these phrases: 1. as friendly as

4. 5.

_____________________________________________________

_____________________________________________________ . t _____________________________________________________ as mean as e o c . che e as weak as _____________________________________________________ r o t r s super as lively as _____________________________________________________

2. as wise as 3.

m . u

5. as proud as a

6. as cruel as

_____________________________________________________

7. as strong as

_____________________________________________________

8. as kind as

_____________________________________________________

9. as curious as

_____________________________________________________

Strand: English

Descriptive Devices – Adjectives Read the passage below which describes the head of a white whale:

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

As in general shape the noble sperm whale’s head may be compared to a Roman war chariot (especially in front, where it is so broadly rounded). But as you come nearer to this great head it begins to assume different aspects, according to your point of view. If you stand on its summit and look at these two F-shaped spout holes, you would take the whole head for an enormous bass-viol, and these spiracles, the apertures in its sounding board. Then, again, if you fix your eye upon this strange, crested, comb-like incrustation on the top of the mass – this green, barnacled thing, which the Greenlanders call the “crown”, and the Southern fishers the “bonnet” of the right whale; fixing your eyes solely on this, you would take the head for the trunk of some huge oak. But if this whale be a king, he is a very sulky-looking fellow.

From ‘Moby Dick’ written by Herman Melville.

© ReadyEdPubl i cat i ons •f othe rr evi ew ur poses owords nl ywith •a line Write down all adjectives used p in the description – the Did you notice how the author has used adjectives to make his writing more colourful? Adjectives help the reader to picture what is in the writer’s mind. under them. Check the meaning of any new words using a dictionary. Meaning

w ww

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Adjective

Meaning

m . u

Adjective

o c . che e r o t r s super

Extra: On a piece of paper write a description of a different animal using some of these adjectives or some of your own. 21

Strand: English

r o e t s Bo r e p ok u S Across

ew i ev Pr

Teac he r

Whale Crossword

1. People who hunt for whales. 3. People who like to view whales. 7. Food for baleen type whales. 8. Where East Australian humpbacks meet to mate and have babies. 9. The fin on the back of a whale.

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Down

m . u

1. Whale communication. 2. When a whale heaves out of the water onto its back. 4. When a whale gets stuck on a beach. 5. Type of keratin. 6. Bones of a mammal are called a ________.

o c . che e r o t r s super

Strand: English

Spelling Strategies Read the passage and choose the correctly spelt word in the brackets. Strategy – use your visual memory of the correct spelling!

r o e t s Bo r We’ve crossed e Bass Strait. Waves (smacked/ p o smaked) my tail. Water (swomped/ k u S my blowhole, but I (survived/ swamped)

suir viv ed) suirviv vived) ed). Now we’re resting up in Twofold Bay where the orcas try to kill us. They’re no (fr einds/friends) of the humpback. We (freinds/friends) (spyed/spied) a few but they left us alone eckon/r ekon) Jonas was too this time – I (r (reckon/r eckon/rekon) big for them. Bewair/Bewar Bewair/Bewaree the orcas,

ew i ev Pr

Teac he r

Dear Wally,

Strategy – use common families to help rearrange the letters!

•ABDEEK ___________________

•EUBL

____________________

m . u

___________________

w ww

•ITLPO

•NELOM EAHEDD ____________________

. te o Use the words humpback whales to make as many words as c you can: . che e Strategy – have fun finding the words you r can spell! o t r s s r u e p Humpback Whales •THRIG

___________________

•KNMIE

____________________

• _____________________ • _____________________ • _____________________ • _____________________ • _____________________ • _____________________ • _____________________ • _____________________ • _____________________ • _____________________ • _____________________ • _____________________ 23

Strand: English

Find-a-Word Find the following words in the word search puzzle: •humpback

•environment

•vulnerable

Teac he r

•pollution

•hazards

•extinct

•endangered

r o e t s Bo r e p ok u S •species

•mammals

•orcas

•critically

•marine

•biologist

R P

T R

L X

Y N

ew i ev Pr

C T

m . u

w ww

. T teY

o c . che e r o t r s super V

Strand: English

Tips to Save the Environment Use these words to fill in the gaps:

r o e t s Bo r e p ok u S •letters

•holidays

•grasses

•species

•cardboard

•nets

•footprints

•cat

•water

•bags

•wildlife

•worm

ew i ev Pr

Teac he r

Read the 10 tips below about protecting threatened species and helping the environment.

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1. Find out which ______________ need protection in your local area. Join a group which does jobs such as tree planting, cleaning up, sending ______________, or campaigning for animal protection. 2. Keep your ______________ indoors at night and put a bell on it to scare away native animals. Cats can kill wildlife! 3.

© ReadyEdPubl i cat i ons Plant trees and native ______________ in your garden. Trees help make more oxygen •tof o rr e vi e w need pu r p oseso nlawns. l y• for you breathe; native grasses less ______________ than

m . u

4. When you go bushwalking or on ______________ keep a diary of the different species of plants, birdlife and animals which you spy.

w ww

5. Use cloth or reusable ______________ when you are shopping. If plastic gets into the waterways it can choke marine animals and birds.

. te

6. Always separate out the ______________, plastic, glass and tins from your garbage. Make sure they go into the right bins. 7. 8.

o c Place food scrapsc in a compost bucket or a ______________. farm. Worms make e r friendly little pets! h er o t s super If you go fishing, take care not to leave _____________ or tangled lines behind. Throw

back any fish which are too small. You can always catch them when they grow up! 9. Report injured or unusual ______________ to the Zoo, National Parks and Wildlife Service, or WIRES. 10. When out and about take only photographs and leave only ______________. (Don’t take away shells or live samples of animals and don’t leave your rubbish behind.) 25

Strand: Mathematics

Endangered Species Look at the table below about endangered species in Australia. THREATENED FLORA AND FAUNA SPECIES, By category - 2006

r o e t s Bo r e p ok u S Fishes Frogs

Extinct

Reptiles Birds Mammals Other animals

Flora

Endangered

Vulnerable

130

117

Extinct in the wild

Teac he r

Critically endangered

Conservation dependent Total

ew i ev Pr

507

675

1,300

Taken from the Australian Bureau of Statistics, 2007, Environment chapter, Catalogue number: 1301.0 www.abs.gov.au/ausstats/abs@.nsf/productsbytitle/51E3A39AC78E7DE0CA2572360006890C?opendocument

©What Re adyEdPubl i cat i ons do the different categories above mean? Use www.redlist.org to help you find out: •f or r evi ew pur posesonl y•

Extinct: ________________________________ Extinct in the wild: ________________________

m . u

Critically endangered: _____________________ Endangered:_____________________________

w ww

Vulnerable: _____________________________ Conservation dependent: __________________

Use the table to answer the following questions:

___________________ . t e of birds are extinct in Australia? ___________________ o How many species c . e How many species ofc mammals are extinct in Australia? ___________________ her r o t s ___________________ super How many types of flora are extinct?

1. How many species of frogs are extinct in Australia? 2. 3. 4.

5. How many species of mammals are endangered?

___________________

6. How many species of mammals are vulnerable?

___________________

7. Why do you think there are so many mammals at risk of extinction? __________________________________________________________________ __________________________________________________________________ 26

Strand: Mathematics

Rubbish From Our Homes

other

glass

plastic

food scraps

r o e t s Bo r e p ok u S aluminium

tins

paper & cardboard

Here is a graph of the amount of rubbish in kilograms produced by a family in one week:

Read the graph and answer the questions below.

ew i ev Pr

Teac he r

Kilograms

Rubbish in Our Homes

1. How much paper and cardboard does the family throw away each week?

__________________________________________________________________

2. Which category of waste is the largest?

3. How much tin does the family throw away?

m . u

__________________________________________________________________

w ww

4. What can be done by the family to cut down on the amount of waste it puts into the bin each week?

. tdo with scrap paper at your school? At home? Whato What do youe are some ways in c . which you can reuse paper? cscrap e h r e o t r ________________________________________________________________ s super ________________________________________________________________

________________________________________________________________

Extension: On a piece of paper make a list of everything your family throws away in one week. Which items were used only once? Which items could be recycled? Which items could be put into a compost bin or worm farm? 27

Strand: Mathematics

Seeing the Whales Where can you go to view humpback whales migrating north for summer?

r o e t s Bo r e p ok u S

Whitsundays Great Barrier Reef Platypus Bay Eurong Beach Byron Bay Tomaree Newcastle Port Jackson

Jervis Bay Montague Island

Use the Internet to help you. A start has been made for you. Destination

Accommodation

Wineglass Bay

Wicked Whale Resort

ew i ev Pr

Teac he r

Look at this map and choose the places you would like to visit. Complete the table with information about each place.

Bicheno Twofold Bay Wineglass Bay

Activities •Whale watching • •

Cost

w ww

. te

m . u

o c . che e r o t r s super

Extension: You can work out the cost of your trip. Don’t forget to include the cost of travel, petrol, food and drinks and accommodation.

Strand: Visual Art

Poster on Effects of Humans on Antarctica Read Pages 15-16 in The Humpback Whale resource book 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012345678901234567890121234567890123456789012 Antarctica 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r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Very few people live in Antarctica but a number of countries have stations where scientists undertake research about the weather conditions, the wildlife and the mystery of what lives underneath the polar ice cap. They are particularly interested in looking at the microscopic life forms which may well be the first life forms on earth. Also they are comparing it with life on Mars, a planet with similar conditions of temperature, weather and icy landscape to Antarctica.

Create a poster about the effects of humans on Antarctica. Include facts about the human activity there: • Searching for oil; • Rising waters due to the melting of the icecaps; •Global warming; •Pollution left behind by explorers and visitors; •The effect of increasing tourism to Antarctica; •Core studies of ice taken from the lakes under Antarctica.

w ww

. te

m . u

© ReadyEdPubl i cat i ons Hint: see www.aad.gov.au and follow the link to Protecting the Environment. •f orr evi ew pur posesonl y• Plan your poster here. Give it a good title and don’t forget your name.

o c . che e r o t r s super

Strand: Visual Art

What to do if you find a Beached Whale Read Pages 30-31 in The Humpback Whale resource book

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Design a poster showing people what to do if they find a whale stuck on the shore. Plan your poster below.

w ww

. te

m . u

o c . che e r HINTS: o t r s super

- Use capital letters for effect. - Use attractive pictures. - Use bullet points for instructions on what to do if you find a whale. - Do not use too many words or make your poster too busy.

Strand: Visual Art

Advertisement for Whale Watching These days people prefer to go whale watching instead of whale killing. It is more fun to capture a whale using your camera than with a harpoon!

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

Create an advertisement for whale watching. Think first about how to make your advertisement attractive and how to encourage tourists to join a whale watching tour. Plan your advertisement below.

w ww

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m . u

HINTS:

o c . che e r o t r s super

- Use capital letters and exclamation marks for effect. - Include attractive images of a whale. - Position the text and the images so there is still some ‘white space’. - Use language to appeal to the audience – fun time, adventurous, amazing, fantastic, etc. 31

Strand: Research/ICT

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r o e t s Bo r e p ok u S

Scroll down the right hand side and choose a topic: •Climate •Water resources •Forests and land •Nuclear and waste management •Oceans and coasts •Threatened species

ew i ev Pr

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Internet Activity

Websites like Ecomedia keep readers up to date on all the latest stories about the environment and threatened animals such as whales, published all around the world in different newspapers. www.ecomedia.org.au

Choose an article which interests you and answer the following questions:

1. Which topic have you chosen? __________________________________________

2. What is the title of the article?

__________________________________________________________________

4. Who would be interested in this article? Why?

m . u

__________________________________________________________________

w ww

__________________________________________________________________

5. What is the article about?

. t e o __________________________________________________________________ c . che e __________________________________________________________________ r o t r s super What is your opinion about the article? __________________________________________________________________

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 32

Strand: Research/ICT

Whale Research 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567 123456789012345678901234567

Go to

Internet www.environment.gov.au Activity

r o e t s Bo r e p ok u S

1. What research is carried out on whale populations?

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Teac he r

• Follow the links to the whale research fact sheet on protecting whales. • Read the fact sheet then answer the following questions:

__________________________________________________________________

2. What types of whales are scientists looking at in Australia?

__________________________________________________________________

w ww

m . u

4. Why do you think researchers need a permit to study whales and dolphins?

__________________________________________________________________

. te

5. How do scientists count the number of whales which are migrating? Which is the best method and why?

o c . che __________________________________________________________________ e r o t r s super __________________________________________________________________

6. Why do you think scientists want to study the behaviour of whales? __________________________________________________________________ __________________________________________________________________

Strand: Research/ICT

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Internet Activity

There are many different theories or explanations why male humpbacks sing their songs during migration.

r o e t s Bo r e p ok u S

• • • • • • •

Go to the Internet. Type www.google.com into the address bar. Decide on some key words and write them here: E.g. humpback + whalesongs + theories. Type the key words into the search box. Quickly skim down the list of ten websites to find a webpage which you think will be useful. Click on the link – the little hand – to go to that webpage. If you can’t find a good one, go to the next page or refine your search by changing the key words.

ew i ev Pr

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Use the Internet to find out about whale songs using different methods.

List four different theories here about why whales sing:

__________________________________________________________________

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•

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•

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o c . Which theory do you c think is the correct one and why? e her r o t s super _____________________________________________________________________ •

__________________________________________________________________

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Strand: Research/ICT

Types of Whales 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678

Internet Activity

Choose one of the following whales and create a fact file on the whale you have chosen: •minke whale •sei whale •Bryde’s whale •right whale •beaked whale •blue whale •pilot whale

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Fact File:

Diet:

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Size & Appearance:

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Habitat:

. te Habits: Behaviour: o Breeding c . che e r o t r s super

Draw a picture of your whale:

Fill in the status meter to show how endangered this type of whale is:

Decreasing population Least concern

Vulnerable

Endangered

Critically Endangered

Extinct

Strand: Research/ICT

Investigating Antarctica 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678901234567890123456789012123456789012

Internet Activity •

•

1. What are some of the jobs on the stations in Antarctica?

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•

r o e t s Bo r e p oAntarctica u k S

Go to www.aad.gov.au Read about the unusual landscape and climate in Antarctica. Find out more information about living and working in Antarctica at this Australian Antarctic Division website. Follow the links to FAQs to find the answers to these questions:

___________________________________________________________________

2. What are the names of the stations in Antarctica run by Australia? 3.

___________________________________________________________________

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4. What do people do for fun in Antarctica?

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___________________________________________________________________

5. What is the temperature in Antarctica?

. te o c ___________________________________________________________________ . c e her r Which animals live in Antarctica? o t s super ___________________________________________________________________ ___________________________________________________________________

6. What would you wear in Antarctica? 7.

8. How is waste managed in Antarctica? ___________________________________________________________________

Extension: See the webcam at Mawson station by going to: www.aad.gov.au/asset/webcams/mawson/default.asp or www.aad.gov.au and follow the links to webcams.

Strand: Research/ICT

Greenhouse Gases in Antarctica 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012 1234567890123456789012345678901212345678 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Internet Activity

For this you will use the address of the Department of Environment:

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Go to

Click on the Page 37 website.

1. What was the concentration of carbon dioxide in March, 1990?

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Look at the graph for carbon dioxide as an indicator of greenhouse gases at Mawson Station in Antarctica. Answer the following questions:

__________________________________________________________________

2. What was the concentration of carbon dioxide in March, 2007?

__________________________________________________________________

3. What is the increase in carbon dioxide in 17 years?

4. What is the trend shown in the graph? (An increase, decrease, or just the same?)

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5. What do you think is causing this trend?

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__________________________________________________________________

. te __________________________________________________________________ o c . che Who would be interested in these statistics? e r o t r s super __________________________________________________________________ __________________________________________________________________

__________________________________________________________________ 7. Are the statistics reliable? __________________________________________________________________ __________________________________________________________________ 37

Strand: Science and Technology, Society and Environment

Endangered Whales 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 1234567890123456789012345678901212345678 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678 12345678901234567890123456789012123456789012345678901234567890121234567890123456789012345678901212345678901234567890123456789012123456789012 1234567890123456789012345678901212345678 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Internet Activity

Go to www.readyed.com.au/urls/Various Click on the Page 38 website.

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1. Which species of whales has the fewest members?

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Read the table in the document at the above website and answer the following questions about the endangered status of whales. The information is taken from statistics collected by the World Wildlife Fund.

__________________________________________________________________

2. Which species of whales has the most members?

__________________________________________________________________

3. What is the endangered status of Bryde’s whale? What does this mean?

© ReadyEdPubl i cat i ons The right whale was given its name because it was so easy to kill it was the ‘right •f orr evi ew pur posesonl y• whale’ to catch. What is the estimated number of southern right whales?

__________________________________________________________________

5. Who would be interested in these statistics?

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__________________________________________________________________ __________________________________________________________________

. te oyou choose c If you could do something to help a species of whale, which one. would che e r and why? o t r s s r u e p __________________________________________________________________

6. How would this information be collected?

__________________________________________________________________

8. What factors will affect the number of humpback whales in the future? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 38

Answers What is a Mammal? Page 6

Whale Acrobatics, Page 9

1. Other things which are true about mammals:

Spyhopping: the whale breaks the surface with its head and has a look around.

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2. Things which are true for humans:

Bony skeleton; have lungs; hair mostly on their head; warm-blooded; young fully formed; large brain; four limbs; eyes, nostrils and mouth; one or both parents look after the young until they can look after themselves: drink milk made inside the mother’s body.

Breaching: the whale heaves out of the water until nearly its whole body is showing, then crashes back down into the water again. Fin waving: the whale lifts one of its pectoral fins clear of the water and waves its stubby arm.

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Babies drink milk made inside the mother’s body; one or both parents look after the young until they can look after themselves; four limbs; eyes, nostrils and a mouth; warmblooded; young born fully formed, not hatched.

Tail lobbing or slapping: the whale lifts its tail out of the water and slaps it down on the surface with a crash. Diving: the humpback arches its back and dives.

Tail dancing: a whale keeps its tail up in the air and its head underwater for a long time.

© ReadyEdP ub l i ca t i ons Bubble netting: the humpback releases Bony skeleton; have lungs to breathe; no hair, bubbles from its blowhole while swimming in a •f or r e vi e w puspiral. r pThen os so nl ythe• ite swims up through cylinder of only sensor hairs growing inside lumps;

3. Things which are true for humpback whales:

4. The following are mammals: elephant, monkey, lion, mouse.

bubbles and catches the krill stuck inside the bubbles.

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warm-blooded; young fully formed; relatively large brain; two eyes, nostrils and mouth; babies drink milk made inside the mother’s body.

Food Chains, Page 10

sunlight—> plant seeds—> mouse—> snake —>kookaburra

. te o c squid – c swordfish – h . c e stingray – d tuna – i –g hangelfish r e o t r s frog – l whale – k dolphins –u b p er Aquatic Animals, Page 7 jellyfish – f beluga – j

starfish – e

shark – a

sunlight —>

grass —> cow —>human

sunlight—>

elephant grass—> elephant

sunlight —> phytoplankton —> prawns— > fish—> shark sunlight—> phytoplankton—>fish—> seal —>polar bear

Looking at the Humpback, Page 8 Answers will vary according to students’ background and experience.

Animal Survival, Page 12 Whale: Krill to eat; safe place to give birth; ocean currents during migration to help to get to the safe lagoons; quiet place to live; oxygen 39

in the air to breathe; sunshine; family to support it until it matures; correct water temperature. What are some other things which humpbacks need to survive? Clean water free from plastic, chemicals and other pollution; reef lagoons in warmer waters to have babies; no noise pollution. Humans: home; family to support them; sunshine, oxygen, safe drinking water

Whale Migration Paths, Page 15 1. At the end of May. 2. To the Great Barrier Reef. 3. For mating and breeding.

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What are some other things which humans need to survive?

Features of Humpback Whales, Page 13 Notes might include: Size: Length: 11.6 to 12.1 metres fully grown. Weight is 20 to 30 tonnes. Appearance: Long bulky body with two large, wing-like flippers to each side, smaller dorsal fin at the top, a long snout, two nostrils for blowholes, a tail called a fluke, large throat with pleats right down to the navel.

Answers for 4 and 5 will vary.

Contractions, Page 19

Will not-won’t, can not-can’t, has not-hasn’t, she is-she’s, could not-couldn’t, they are-they’re, was not-wasn’t, he will-he’ll, I will-I’ll, it will-it’ll

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Fresh food, vegetables, meat, fruit and carbohydrates like rice, grains and breads, vitamins and minerals. Friends to support them. Adults to teach the young how to survive. Warmth. Clothing. Fire for cooking food.

Teac he r

Endangered status: The humpback is listed as vulnerable.

I’m-I am, you’re-you are, he’s-he is, wouldn’twould not, you’ll-you will, you’ve-you have, it’s-it is, didn’t-did not, she’ll-she will, we’re-we are, we’ve-we have, they’ve-they have Dear Molly,

are (We’re) on our way to the Gold Coast © ReadyEdWe P bl i cat o ns for anu exciting holiday. Ii will (I’ll) have so much fun. So far we have (we’ve) seen the Big Banana •f orr evi ew pu r pHarbour ose s o n l y• at Coffs and the Big Tomato at

Diet: Mostly krill, occasionally small fish, prawns and plankton.

. te

We are (We’re) having a whale of a time, wish you were here, Gerry

o c . che e r o t r s super

Predators: Orcas, humans, sharks.

Behaviour: Males of the species sing the songs which are passed on to the next generation with only slight variations each year; gambol, dive, breech and swim in the water; rise to the surface to breathe air through their blowholes. Breeding habits: Migrates to the Great Barrier Reef to mate and to have babies in the warmer water where the babies can survive, the males either sing or perform acrobatics to attract a mate.

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Habitat: Ranges from the cold icy waters of Antarctica to the tropical lagoons of the Great Barrier Reef.

Greenfields. But we could not (couldn’t) climb the banana because it is (it’s) soooo big! It will (It’ll) be cool when we get to Water World.

Descriptive Devices - Similes, Page 20 1. as tall as a giraffe 2. as wise as an owl 3. as strong as an ox 4. as shy as a turtle 5. as scared as a rabbit 6. as a curious as a kitten 7. as slimy as a snake 8. as cunning as a fox 9. as proud as a peacock

Descriptive Devices – Adjectives, Page 21 Meaning

Spelling Strategies, Page 23

general

common

Dear Wally,

rounded

a round shape

great

big or huge

f-shaped

shaped like an f

enormous

big, gigantic

strange

unusual or different

crested

with a crest or a ridge

We’ve crossed Bass Strait. Waves smacked my tail. Water swamped my blowhole, but I survived. Now we’re resting up in Twofold Bay where the orcas try to kill us. They are no friends of the humpback. We spied a few but they left us alone this time – I reckon Jonas was too big for them.

comb-like

like a hair comb

barnacled

covered in barnacles

huge

big, enormous,

sulky-looking

looking very sullen or cross

noble

honourable, regal

r o e t s Bo r e p ok u S Beware the orcas, From Tomasito

Jumbled letters

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Adjective

PILOT, BLUE, BEAKED, MELON HEADED, RIGHT, MINKE

Tips to Save the Environment, Page 25

Whale Crossword, Page 22 Across

1. Find out which species need protection in your local area. Join a group which does jobs such as tree planting, cleaning up, sending letters, or campaigning for animal protection.

© ReadyEdPubl i cat i ons 3. WHALEWATCHERS: people who like to Keep your cat indoors at night and put a bell view whales •f orr evi ew pu2.r p osesonl y• on it to scare away native animals. Cats can 7. KRILL: food for baleen type whales

8. LAGOONS: where east Australian humpbacks meet to mate and have babies

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9. DORSAL: the fin at the back of a whale Down

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1. WHALESONGS: whale communication

kill wildlife! 3. Plant trees and native grasses in your garden. Trees help make more oxygen for you to breathe; native grasses need less water than lawns.

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1. WHALERS: people who hunt for whales

4. When you go bushwalking or on holidays keep a diary of the different species of plants, birdlife and animals you spy.

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2. BREACHING: when a whale heaves out of the water onto its back

4. STRANDED: when a whale gets stuck on a beach 5. BALEEN: type of keratin

6. SKELETON: bones of a mammal are called a ________

5. Use cloth or reusable bags when you are shopping. If plastic gets into the waterways it can choke marine animals and birds. 6. Always separate out the cardboard, plastic, glass and tins from your garbage. Make sure they go into the right bins. 7. Place food scraps in a compost bucket or a worm farm. Worms make friendly little pets!

8. If you go fishing, take care not to leave nets or tangled lines behind. Throw back any fish which are too small. You can always catch them when they grow up! 9. Report injured or unusual wildlife to the Zoo, National Parks and Wildlife Service, or WIRES. 10.When out and about take only photographs and leave only footprints.

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Endangered Species, Page 26

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2. How many species of birds are extinct in Australia? 23 3. How many species of mammals are extinct in Australia? 27 4. How many types of flora are extinct? 61 5. How many species of mammals are endangered? 34

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1. How many species of frogs are extinct in Australia? 4

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Rubbish From Our Homes, Page 27

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How much paper and cardboard does the family throw away each week? 5 kilograms

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Which product is the most common waste? Food scraps

How much tin does the family throw away? 2.2 kilograms

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6. How many species of mammals are vulnerable? 52

Bibliography Books and Magazines Amazing Facts About Australian Marine Life, Steve Parish, Archerfield Queensland: Steve Parish Publishing Pty Ltd, 1997.

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Factfile of Mammals – 200 Mammals From Around the World. Bailey, Jill. London: Andromeda Oxford Ltd., 1996.

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Hidden Lives of Humpbacks, National Geographic, January 2007, vol 211. No 1, pp 72 - 93.

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Mammals, An Explore your World Handbook, Discovery Books, London, 2000.

Singing Giants, Explore, The Australian Museum Magazine, Spring 2007, pp 20 – 21. Thar She Blows! Where to see Whales and Dolphins in Australia, F Chivell Hast, Matchbooks, 1989.

The Encyclopedia of Mammals Dr D Macdonald, Oxford University Press, Oxford, 2001.

© ReadyEdPubl i cat i ons Whales: • Thef new environmental surveyp ofu over eighty species of the world’s largest o r r e v i e w r p o s e s o n l y • mammals, K. Zahn, Headline Book Publishing, 1989. Whales, N Barrett, Franklin Watts, 1989.

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Whales and Dolphins, The Sierra Club Handbook, S. Leatherwood and R. Reeves, Sierra Club, San Francisco, 1983.

Whale Watching in Australia and New Zealand Waters, P. Gill and C. Burke, Reed New Holland, Australia, 2004.

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Whales and Other Sea Mammals, Wild, Wild World of Animals, T. Dozier, TimeLife Films, New York, 1977.

o c . c e her r Video Sources: o t s s r u e p Whales on the Brink, 1999, Animal Planet, Optus TV Explorer’s Journal Whale Tales, 1999, Animal Planet, Optus TV Sunday

Suggested Websites: ABC www.abc.net.au/oceans/alive.htm Animal Diversity website animaldiversity.ummz.umich.edu/site/accounts/information/Megaptera_novaeangliae.html

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Australian Antarctic Division www.aad.gov.au

Australian Museum Online www.amonline.net.au/factsheets/humpback_whale.htm Bureau of Meteorology www.bom.gov.au

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Australian Bureau of Statistics www.abs.gov.au

Cool Antarctica www.coolantarctica.com/Antarctica%20fact%20file/wildlife/whales/food%20web.htm

Department of Environment www.environment.gov.au/index.html

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Greenpeace www.greenpeace.org National Geographic www.nationalgeographic.com.au/gsi/in_the_field.aspx?field=15

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Queensland Museum www.qm.qld.gov.au/features/endangered/animals/humpback.asp Red List www.iucnredlist.org Tasmania Museum www.tmag.tas.gov.au

Whales Organisation www.whales.org.au/discover/hump/humpg.html World Wildlife Fund www.wwf.org 44

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Ecomedia www.ecomedia.com