Endangered Animals: Activity Book (BLM) by Teacher Superstore

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Endangered r o e t s Bo r e p ok u S Animals Activity Book

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by Jane Bourke

Activities for Young Learners: Endangered Animals Activity Book (BLM)

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Author: Jane Bourke Cover Design: Shay Howard Illustrations: Terry Allen & Melinda Brezmen

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Cover images: i. Tortoise – Images courtesy of National Oceanic and Atmospheric Administration/Department of Commerce, USA.

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Bilby – © Robert Dockerill

Leafy sea dragon, panda, rhino – courtesy of IMSI’s Masterclips / MasterPhotos collection, 1895 Francisco Blvd, East San Rafael, CA 94901-5506 USA. www.imsisoft.com

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Published by Ready-Ed Publications (2006) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.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.

ISBN 1 86397 650 7

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Contents

Curriculum Links: Outcome Statements ................................................................................. 4 Teachers’ Notes ........................................................................................................................ 5 Promoting Creative Thinking ................................................................................................... 7 R elevant W ebsites ..................................................................................................................... 9 Websites

13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

CYBER CHALLENGES Amphibian Alert – Fearless Frogs ..................................................................................................... A Safe Home for a Cyber Tiger ....................................................................................................... Cuddly Koalas ................................................................................................................................ Staying Alive .................................................................................................................................. Jungle Adventure ............................................................................................................................ Great Gorillas ................................................................................................................................. Sharks Alive! .................................................................................................................................. Elephant Emergency ....................................................................................................................... Endangered Ecosystem – Coral Reef ................................................................................................ Endangered Animal – Creature Feature ........................................................................................... Extinct Animals – The Dinosaurs ...................................................................................................... Extinct Animals – Tasmanian Tiger .................................................................................................. Extinct Animals – New Zealand Huia ............................................................................................... Vanishing Animals ........................................................................................................................... Animal Trading Cards ...................................................................................................................... How You Can Help .........................................................................................................................

34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

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ACTIVITIES Animal Habitats ............................................................................................................................. Introduced Species ......................................................................................................................... Animal Alert ................................................................................................................................... Meet the Animals: Malayan Sun Bear ...................................................................................................................... Polar Bear .................................................................................................................................. Giant Panda ............................................................................................................................... Black Rhinoceros ........................................................................................................................ Asian and African Elephants ........................................................................................................ Gilbert’s Potoroo ......................................................................................................................... Northern Hairy-Nosed Wombat ................................................................................................... Greater Bilby .............................................................................................................................. Big Cats ..................................................................................................................................... Humpback Whale ....................................................................................................................... Regent Honeyeater .................................................................................................................... Philippine Eagle .......................................................................................................................... Humboldt Penguin ...................................................................................................................... Western Swamp Tortoise ............................................................................................................. Komodo Dragon ......................................................................................................................... Galapagos Giant Tortoise ............................................................................................................ Pygmy Blue Tongue Lizard .......................................................................................................... Tuatara ...................................................................................................................................... Harlequin Frog ........................................................................................................................... Leafy Sea Dragon ....................................................................................................................... Manatee ....................................................................................................................................

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Assessment Sheets .................................................................................................................... 50 Teacher Assessment 1: W ritten Infor mation ........................................................................... 51 Written Information Teacher Assessment 2: Cr eativity ............................................................................................ 52 Creativity Student Self-Assessment .......................................................................................................... 53 Further Assessment T ools ......................................................................................................... 54 Tools Answers ...................................................................................................................................... 55

Curriculum References

Information from the Endangered Animals Resource Book and the Endangered Animals Activities (BLM) can be linked to the following National Curriculum outcomes at Levels 1 and 2:

Society and Environment / HSIE / SOSE STRAND

ORGANISER

OUTCOME

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Understands that life on earth has changed over time. Understands that changes in the past have affected the future. Predicts what might happen in the future based on the past. Identifies aspects of environments that have changed.

Place

People and places

Identifies places that are important to self and others. Describes choices people make in their use of places.

Culture

Cultural cohesion and diversity

Describes diverse ways in which common needs are met. Describes practices, customs and traditions of familiar groups and communities.

Resources

Use of resources

Identifies resources used and valued. Understands that some cultures have traditions which can affect the survival of endangered animals.

Natural and Social Systems

Natural systems

Identifies how elements of natural systems (animals and ecosystems) meet own needs.

Investigation, Communication and P articipation Participation

Investigation

Gathers and records information from direct and indirect experiences of people and places. Selects, compares and categorises relevant information.

Communication

Prepares information for an audience. Expresses a personal view of the meaning of data.

Participation

Differentiates between times when it is appropriate to act on personal choice or to follow established rules. Explores a variety of group work strategies.

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Interpretations and perspectives

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Time, Continuity and Change

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Science

Life and Living

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Biodiversity, change and continuity.

Identifies personal features and those of animals and plants that change over time. Compares and contrasts similarities and differences within and between groups of familiar living things.

Living Together

Compares the needs of animals. Describes places where certain living things are found. Lists the sources of food and shelter of animals and explains what can happen when needs are not met.

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These understandings are expressed in activities though though: Reading and Viewing – Strategies (reading and viewing information for meaning in the resource book, English other books and on the Internet). Writing – Strategies (writing in a range of text types including poems, stories, articles, diary entries, lists and questions to demonstrate understandings of concepts). Designing, making and appraising (designing new ideas based on understandings) Technology Information (acquiring information from a variety of resources including the Internet and using this knowledge to express ideas and understandings).

Teachers’ Notes oung Lear ners series is designed to be used in a number of The Activities for Y Young Learners ways:

1. As a learning centre for the library or general classroom; 2. As a library resource package; 3. As a general activity resource package for a number of themes.

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Endangered Animals – A Rationale For Study

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Despite the efforts of a range of conservation programs, several native Australian animal species are still classified as critically endangered at a national level. While there are extensive education programs in place, many students are usually unaware of some of the lesser-known native species struggling for survival. This book is designed to educate students to the plight of critically endangered, endangered and threatened species. It draws attention to well-known species such as tigers, whales and giant panda bears, but also focuses on less recognised animals that are in a similar predicament, such as the tuatara, Gilbert’s potoroo, the Humboldt penguin and the ponderous manatee. Other aims include clarifying the terms and status of endangered species as well as providing reasons for endangerment, which often vary among species. Students are also informed of what they can do to help certain species through a range of practical and simple strategies. There is a heavy emphasis placed on exploring the issues that threaten animal survival and students are given opportunities to examine conservation programs that are currently in place. The activities lend themselves to extension activities which are ideal in the lead-up to National Threatened Species Day.

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It is now common knowledge that Internet sites disappear from time to time or move to new locations. While all of the sites included in this package were accessible at the time of publication, it is anticipated that many sites will move, modify their layout or disappear from the WWW completely. Ready-Ed Publications endeavours to check all sites on a regular basis and replaces any sites that have moved. In addition, attempts are made to locate missing sites that have relocated to another address. All website references in this series are clearly linked on our website from the home page. oung Click on “Ready-Ed Kids Book Links” and then follow the link for the A ctivities for Y Young Learners series. The direct address for this series is:

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Once at the above webpage, students will need to click on the book they are using (e.g. Endangered Animals Animals) and the page number and title. By using this online index page, students do not have to laboriously type in any URLs, greatly reducing the margin for error when trying to locate sites that have long and complicated addresses. The website indexes are clearly set out and easy for students to navigate. Should a broken link or a link that appears to have modified its layout be discovered, then please eadyed.com.au with clear details of the topic and page number. Please note email fixlink@r fixlink@readyed.com.au that ALL links that appear in each of the five resource books are included on the above site and are clearly labelled.

Teachers’ Notes

About the Activities The books in this series contain tasks that are divided into two types of activities: ACTIVITY: These general activity pages require the use of the associated Wonders of the Rainforest resource book. The pages have been divided into three sections:

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1. Just the Facts: This section allows for quick information retrieval. There is no further research required, and students should be able to gather the information that they need straight from the resource book. Completing this section will provide students with a basic understanding of the concept being explored. Questions are literal and relevant to the topic.

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2. Creative Corner: This section requires students to apply their imagination and draw on analytical skills to find responses to the questions posed, based on what they have read. The answers are not in the text and in many cases there will be no right or wrong answers. The objective of these activities is to get students thinking. Sometimes students might be asked to discuss something with a partner. Sometime the questions might involve using another sheet of paper for writing. Children should be encouraged to share their thoughts where possible. These tasks also lend themselves to small group work where students are often more confident in sharing information. 3. Think About It: This section extends on what the children have read in the resource book and thought about in the Creative Corner section. The tasks are usually an opportunity for students to be creative and to put themselves into another role, (e.g. endangered animal, animal conservationist). Many of these activities can be done as homework or can be completed in spare time.

CYBER CHALLENGE: These activities require an Internet connection. The sites are easily accessible by first going through the Ready-Ed website (www.readyed.com.au/urls/AYL) and onto the index page for the Endangered Animals link. Bookmark this page for ease of use.

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Students should be given ample opportunity to explore the website before starting the activity. Most tasks will require basic research skills and students should be proficient in navigating websites. The activities have a varied format and students will find they may have to complete tables using information at the site or they may have to write about something that the site focuses on (e.g. a species of plant or animal). Sometimes the site is used merely as a springboard for ideas for the student.

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The activities in this series explore high interest themes across core subject areas such as Society and Environment, Technology, Science and English. The themes provide a backdrop for creative thinking strategies and different learning styles. A table containing relevant learning outcomes is included on page 4. This information allows teachers to measure students’ learning according to the subject area and particular strand. It is up to the teacher to see exactly how this fits into their local curriculum documents. All information in this book has been matched to the National Curriculum Framework.

Assessment Detailed notes and assessment proformas have been included at the end of the activities. (See page 50 - 54.) 6

Teachers’ Notes

Promoting Creative Thinking The following creative thinking strategies are used in this book:

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Forced Analogies The idea is to compare the problem with something else that has little or nothing in common, and gaining new insights as a result. Thinking about the effects of a highly unlikely situation. Lateral Thinking Looking at the problem in a different way, e.g. Aunty Annie is sitting knitting and three year old Jacob is upsetting her by playing with the wool. One parent suggests putting Jacob into the playpen. The other parent suggests it might be a better idea to put Annie in the playpen to protect her from Jacob. Applied Imagination Use of prompting questions to elicit new ideas. How could I adapt this? Modify, magnify, minimise, reverse, substitute, rearrange, combine and so on. The line of questioning needs to be specific to the topic. Problem Reversal State the problem in reverse. Change a positive statement into a negative one. Try to define what something is NOT. Figure out what everybody else is not doing. Change the direction or location of your perspective. Flip-flop results – think about achieving the opposite of what you want to achieve, e.g. “I want to increase my fitness. But how could I decrease my fitness?” Think about decreasing sales, failing a test, etc. Turn defeat into victory or victory into defeat, e.g. if I was stranded on the moon after a space shuttle problem, what good would come out of it? I might end up travelling through a wormhole to another dimension. If I failed a maths test, what good would come out of it? I might focus on doing twice as well in my spelling test. Or I might start going to homework classes and meet new friends, and so on. Brainstorms Brainstorms, particularly when done with a partner or small group, are an excellent method for exploring creative thinking. They can also lead on to mind-mapping®. Tony Buzan (www.buzan.com.au) pioneered the concept in 1970. The technique is an effective method of note-taking and useful for the generation of ideas by associations. Basically, the student starts in the centre of the page with the main idea, and works outward in all directions, producing a growing and organised structure composed of key words and key images, similar to a brainstorm but with more meaning. It can be done with students of all ages. Mind-maps can use imagery, colour and direction to illustrate a concept. Emotions and feelings about the particular theme can be given as well.

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For more information on mind-mapping, check out this website: .mind-mapping.co.uk/mind-maps-examples.htm www.mind-mapping.co.uk/mind-maps-examples.htm www

Other Titles in this Series:

•Cool Antarctica •Oceans Alive •World Cultures •Wonders of the Rainforest 7

Teachers’ Notes

Cognitive and Affective Skill Areas Fluency

Flexibility

Exploring a problem from a different perspective, e.g. through the eyes of someone else.

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Generating a number of ideas and then looking at the best option. This is based on the notion that the more ideas generated, the more chance of being original.

Originality

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Addressing a situation from another point in time, or looking for a positive aspect rather than concentrating on the negative aspects (problem reversal). Thinking of new and innovative ideas to improve the functioning of objects.

Solving a range of problems by taking two old ideas and combining them to come up with something new.

Elaboration

Expanding on an already existing idea or fact, perhaps adding a different slant.

Curiosity

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Students usually only have control over their own thoughts and ideas. Encouraging students to develop their imagination allows them to pretend they are someone else or allows them to look at something from another angle, often exploring things beyond the “safe” boundaries that they most often operate in.

Risk Taking

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Involves understanding that there can be many solutions to a problem and that one idea may be better than another, however, this does not mean that the original idea is no longer valid.

It is important to note that individual brainstorming activities usually produce a wider range of ideas than group brainstorming. Students feel less inhibited and less worried about other people’s opinions which allows them to be more freely creative. Importantly, group work should still be seen as a valuable learning tool as it does allow students to gather a certain perspective that they may not have considered on their own.

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Relevant Websites

Encouraging Creativity:

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Endangered Animals Websites

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Thinking Skills - www.teachers.ash.org.au/researchskills/thinking.htm Creative, Lateral, Logical Thinking - library.trinity.wa.edu.au/teaching/thinking.htm Creativity Tool Kit - www.directedcreativity.com/pages/ToolsImagine.html Mind-Mapping - www.mind-map.com/ Teaching Thinking - www.teachingthinking.net/ Creative Thinking Techniques - www.virtualsalt.com/crebook2.htm Creative Quotations - www.creativequotations.com/ The Thinking Classroom - learnweb.harvard.edu/alps/thinking/intro.cfm Edward de Bono’s Resources - www.edwdebono.aust.com/debono/home.htm BubbleDome - www.bubbledome.com/bubbledome.asp?Action=Story

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SchoolWorld Endangered Species Project – www.schoolworld.asn.au/species/species.html World Wildlife Fund (WWF) – www.worldwildlife.org Endangered Species of the Next Millennium – library.thinkquest.org/25014 Animal Info (An excellent resource for teachers) – www.animalinfo.org Animals of the Rainforest – www.enchantedlearning.com/subjects/rainforest/animals/ Rfbiomeanimals.shtml Creature World – www.pbs.org/kratts/world/content.html Zoos and Aquariums Around the World – www.zooweb.com/ Endangered Earth – www.endangeredearth.com/ Endangered Species for Kids – www.endangeredspecie.com/kids.htm Kids Site from the Fish and Wildlife Service (U.S) – www.fws.gov/endangered/kids/

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Animal Habitats

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Activity

Read about Threats to Survival in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s Bhabitats r e oo on our planet. Find out what is happening to some of the animal p u k 1. Why have some animals’ forest habitats been destroyed? S Teac he r

A habitat is the place in which an animal lives.

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__________________________________________________

2. List an example of changes that can damage a habitat.

__________________________________________________

3. What are some things that can happen to marine habitats?

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z Couldn’t take the dog for a walk. z Couldn’t drink milk or eat eggs for breakfast.

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Think about how different your life would be. Write down everything that would change. Examples would be:

o c . rivers, lakes and oceans are cheOur e r sometimes polluted by factories when o t r s s r u e p their run off enters the waterways.

Think About It: Clean Waterways

TASK: What are some things that factories could do to make sure that they do not pollute the environment? On the back of this sheet, brainstorm some ideas with a friend and then share these with the class. 10

Activity

Introduced Species

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Read about Threats to Survival in the Endangered Animals resource book to help you complete the following.

Just The Facts

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1. What do we call a species that has come here from another part of the world? i __________________________________ 2. What do we call the species that have always been here? n _________________________________________________ 3. Name two introduced species that were brought here with the early settlers.• ______________________________________ • _________________________________________________ 4. For what reasons were these animals brought here? __________________________________________________

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z Imagine if the only animals here today were native animals. How different would our country be? List some ways that these animals have been both helpful and unhelpful. Give examples of animals if you can.

. te Helpful Unhelpful o c . Horses have been used as transport Foxes have killed many native animals c e r for early explorers. h er such as the numbat. o t s super Think About It: My Favourite Animal

TASK: What is your favourite animal species. Why? Make sure you write whether it is a native species or an introduced species. 11

Animal Alert

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Activity

Read the Animal Alert in the Endangered Animals resource book to help you complete the following.

Just The Facts

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Creative Corner

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There are many threats to endangered species. Read and answer. Marine Invaders: 1. How did these creatures find their way here? __________________________________________________ Farming Damage: 2. How have some farm animals damaged the environment? __________________________________________________ Animal Poachers: 3. Poachers hunt and kill animals for their body parts. Name four ©they Re ady E dPubl i cat i ons things that might sell. ____________________________ Predators: •f orr evi ew pur posesonl y• 4. What is a predator? _________________________________ Plant Pest: 5. How do weeds harm the environment? _________________

o c . c e her r Story starters: o t s uper The Rhino Who Lost His Horn s

Write a story or poem about one of the “animal alerts”. Use another sheet for your work or type your poem using the computer.

The Starfish from Over the Sea The Weird, Wild Weed of the West

Think About It: Threats to Survival TASK: What do you think is the biggest problem facing endangered animals? Why? Write your answer on the back of this page. 12

Malayan Sun Bear

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Activity

Read the Malayan Sun Bear pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s Bo r e __________________________________________________ p ok u What does Sit eat? ___________________________________

1. Where does the Malayan sun bear live?

3. List two threats to the survival of this bear.

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• _________________________________________________ • _________________________________________________

Creative Corner

Bears have adaptations suit the forest habitat. ©special Rea dyEdthat Pu bl i ca t i on s Could this bear survive in the environment that you live in? Give reasons •answer. f orr evi ew pur posesonl y• for your

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. te o The Malayan sun bear is the smallest of the world’s bear species. It c . e is known for the c golden fur on its nose. her r o t s s r u e p TASK: Make up a funny story in the space below about how the bear got its golden Think About It: Bear Face

nose.

______________________________________________________ ______________________________________________________ ______________________________________________________ 13

Polar Bear

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Activity

Read the Polar Bear pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s Bo r e In what countriesp might they “pad across theo ice”? u k __________________________________________________ S

1. Where do polar bears live?____________________________

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3. These bears are the largest land ______________________ . 4. Polar bears feed mainly on___________________________ .

Creative Corner

Make an acrostic profile about the polar bear. This one has been started for you.

B E A R S

___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

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__________________________ adding across the ice _____________________________ n the• lookout forr seals toe eat p f or e vi w ur posesonl y• _____________________________ ___________________________________________ ___________________________________________

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P O L A R

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Think About It: Trading Places TASK: Imagine if a polar bear went to live in the tropical forests and that a Malayan sun bear went to live in the Arctic regions. What might happen? Write about this on another sheet and draw a funny picture of the bears in the wrong place.

Giant Panda

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Activity

Read the Giant Panda pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s Bo r e __________________________________________________ p ok u How many Spandas are left? ___________________________

1. Where are the world’s remaining giant pandas found?

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3. What do pandas eat? ________________________________ 4. What are the main problems facing the giant panda?

__________________________________________________ __________________________________________________

Creative Corner © Rea dyEdPubl i cat i ons

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Think About It: Bamboo Zoo

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DISCUSS WITH A PARTNER: What if pandas could learn to eat other types of plants instead of just bamboo? Make up some cool new recipes, e.g. cactus soup.

Some giant pandas are on the way to your zoo and you’ve been put in charge of making a panda enclosure for a giant panda and her cub at the zoo.

. te o c TASK: Design your enclosure in the space below and label everything that you think . c e hneed r should be included. You’ll lots of bamboo! t er o s super

Black Rhinoceros

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Activity

Read the Rhinoceros pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok __________________________________________________ u Rhinoceros S species used to be found on all continents.

1. How long have rhinoceros species been around for?

True

False

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3. Most rhino species are endangered because their homes have been destroyed. Why is the black rhino endangered? __________________________________________________

Creative Corner –y Save Rhino ©R ead Ethe dP ubl i cat i ons

BRAINSTORM WITH A PARTNER:

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What might be some ways to stop rhinos and other animals, such as elephant, from being hunted?

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Think About It: Rhino Find

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Imagine another rhino species _________________________ has been discovered living in a _________________________ thick jungle. _________________________ TASK: Write a report about this new rhino species. Include its features and _________________________ say how it is different to the other rhino _________________________ species. Think of a name and write it _________________________ in the box. _________________________

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Activity Asian & African Elephants Read the Endangered Elephants pages in the Endangered d a Re Animals resource book to help you complete the following. Just The Facts

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Creative Corner

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1. What are elephants hunted for? __________________________________________________ 2. Name two other animals that have tusks. • _______________________ • _______________________ 3. Elephants are the largest animals that roam the earth. True False 4. What do elephants eat? ______________________________ A PARTNER: © ReadyEdPubDISCUSS l i caWITH t i o ns Asian elephants are more endangered •African f orr evi ew Why? pur posesonl y• than elephants. ________________________________________

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________________________________________ ________________________________________

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________________________________________

o c TASK: Write a missing animal report. Fill it in below. . ch e r er MISSING s o s upert Think About It: Missing Elephants

Name:________________________ Last seen: ________________________ Description: ____________________________________________________ Behaviour: _____________________________________________________ ____________________________________________________________ If you see this elephant ___________________________________________ ____________________________________________________________ 17

Gilbert’s Potoroo

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Activity

Read the Gilbert’s Potoroo pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s Bo r e pwould you find a Gilbert’so Where in Australia potoroo? u k S __________________________________________________

1. What is a potoroo? __________________________________

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3. How many of these animals are left in the wild? __________

Creative Corner

DISCUSS WITH A PARTNER: If you were in charge of Potoroo conservation what actions might you take? Note your ideas below.

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Think About It: News Report

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______________________________________________________ TASK: Write a news report that could go with this headline and draw a picture. You can make up the story but use real facts about the potoroo.

. te o c Extinct Gilbert’s potoroo found alive! . che e r o ________________________________ t r s super ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

Activity

Northern HairyNosed Wombat

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Read the Northern Hairy-Nosed Wombat pages in the Endangered Animals resource book to help you complete the following.

r o e t s Bo r e pis this wombat sometimesoknown What other name as? u k __________________________________________________ S Just The Facts

2. What is unusual about this wombat’s pouch?

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__________________________________________________

3. Name two reasons why the wombat has become critically endangered? • _________________________________________________ © ReadyEdPubl i cat i ons • _________________________________________________

•f orr evi ew pur posesonl y• Creative Corner

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There once was a red kangaroo. She was definitely red and not blue. With strong legs and woolly hair, She could jump high in the air, With a joey in the pouch or two.

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Make up a limerick about a wombat. Include real facts in your limerick and write it on the back of this page.

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Here’s a limerick about a kangaroo:

o c . che e r o t r s sup er Think About It: Talking Wombats

Imagine wombats could talk. TASK: Write a conversation between a hairy-nosed wombat and a common wombat talking about the threats to their survival. Make the conversation as funny as you like. Type your conversation on the computer and then, with a partner, perform it for the class. 19

Greater Bilby

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Activity

Read the Greater Bilby pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

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

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Creative Corner

Draw a bilby outline and then design a colourful wrapper for the chocolate bilbies.

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Read about the Easter bilby.

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1. List some of the other names of the greater bilby. __________________________________________________ 2. What happened to the lesser bilby? __________________________________________________ 3. What does the greater bilby eat? __________________________________________________

o c . c e hIt:eBilby r Think About Poster o t r s super

TASK: Create a flyer for Easter bilbies using the computer. Include: z Facts about the the bilby’s threats to survival. z How the Easter bilby can help this endangered marsupial. z Ways that you could encourage people to buy Easter bilbies instead of Easter bunnies. 20

Activity

Big Cats

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Read the Big Cats and Tiger Treatments pages in the Endangered Animals resource book to help you complete the following.

r o e t s Bo_______________ r How many species of wild cat exist today? e p o u k Where are big cats found? ____________________________ S List the special features big cats have that help them to hunt. Just The Facts

1. 3.

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__________________________________________________ __________________________________________________

Creative Corner

With a partner, brainstorm ALL the reasons why you think some big cats are endangered.

Endangered Big Cats

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o c . che e r o Think About It: t r s super

TASK: Read about the endangered tiger and study how the tiger’s body parts are used. What do you think about using animal parts to treat sick people? Write your opinion below. ______________________________________________________ ______________________________________________________ 21

Activity

Humpback Whale

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Read the Humpback Whale pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

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

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1. About how many of these whales are left today? _________ 2. What is the main reason for the small number of whales swimming about? ___________________________________ 3. What were the whales hunted for? _____________________ 4. Write one amazing fact about the humpback whale: __________________________________________________ __________________________________________________

Creative Corner

Whales are mammals and not fish like some people think. With a partner, complete the table below.

In what ways are whales like …

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e.g. They eat smaller fish.

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Humans? e.g. They sing songs!

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Fish?

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Think About It: Wonder about Whales

TASK: Imagine that whaling had never taken place. How different do you think things might be today? ______________________________________________________ ______________________________________________________ 22

Regent Honeyeater

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Activity

Read the Regent Honeyeater pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s B r e oo __________________________________________________ p u k Where in S Australia would you have seen this bird when it was common? __________________________________________

1. What colour are the regent honeyeater’s feathers?

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3. Where is the honeyeater found today? __________________ 4. How does this bird help flowering plants?

__________________________________________________

Creative Corner – Finish the Story

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______________________________________________________ ______________________________________________________

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o c . ch e Think About It: Endangered Species Expo r e o t r s su r pine You have been asked to take part an endangered animal display ______________________________________________________

by writing about the regent honeyeater.

TASK: Make a list of ALL threats to the honeyeaters’ survival. For each one, list a way that people can help the honeyeater. Remember your page is for display so you might like to type it on the computer and find a photo to add. 23

Philippine Eagle

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Activity

Read the Philippine Eagle pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s Bo r e ok True False p u Sislands of the Philippines is this eagle found? On how many

1. The Philippine eagle is the largest eagle in the world.

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__________________________________________________

3. What does this eagle like to eat? _______________________

4. What are the main threats to the Philippine eagle’s survival? __________________________________________________

Creative Corner © Re adyEdPubl i cat i ons

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•f orr evi ew pur posesonl y•

When rainforests are destroyed many plant and animal species, such as the Philippine eagle, lose their homes. An amazing amount of the world’s rainforests have been cleared. Write a poem to show how you feel about rainforests.

o c . _____________________________________________ che e r o t r s sup r Think About It: Protecting thee Species _____________________________________________

The Philippine eagle has been hunted by humans to protect smaller endangered species from being eaten by these birds. How do you feel about this? ______________________________________________________ ______________________________________________________

Humboldt Penguin

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Activity

Read the Humboldt Penguin pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s Bo r e ok Where does thep Humboldt penguin live? ________________ u What are S these penguins hunted for? ___________________

1. Are there any penguins living in the northern hemisphere? ___ 2.

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4. What are some other threats to the Humboldt penguin?

__________________________________________________

Creative Corner

The Humboldt penguins live in a very different environment (hot) to the penguin species that live in Antarctica (cold). Brainstorm with a partner to think of as many other species as you can that live in different environments. Add them to the table below.

e.g. Bear species

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Examples Sun bear - hot tropical environment Polar bear - cold environment

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Type of animal

o c . ch Think About It: Design a New Body r e er ofrom wings over millions of st su r TASK: Penguins’ flippers are thought top have developed e

years ago. If you could change something about your body to help you get through life what would it be? Draw your new feature on the back of this sheet and explain how it would be useful. Some examples might include: Eyes in the back of head – to see behind at all times; webbed feet – to swim in the water without flippers. 25

Activity Western Swamp Tortoise Read the Western Swamp Tortoise pages in the Endangered d a Re Animals resource book to help you complete the following. Just The Facts

r o e t s Bo r e p ok u Where doesS this tortoise live?__________________________

1. The Western swamp tortoise is the most endangered reptile in Australia. True False 3. List three threats to the tortoise’s survival.

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• _________________________________________________ • _________________________________________________ • _________________________________________________

Creative Corner

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_______________________________ _______________________________

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other endangered animals do you think could be helped by such a program. Explain.

. te o c _______________________________ . che e r o _______________________________ t r s super _______________________________

Think About It: Exciting Discovery

The Western swamp tortoise was thought to be extinct. Suppose an “extinct” animal has turned up in your backyard. TASK: File a report to the Endangered Species Patrol. Include details of the extinct animal and what it was doing when you found it. 26

Activity

Komodo Dragon

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Read the Komodo Dragon pages in the Endangered Animals resource book to help you complete the following.

Just The Facts – Fill in the missing words

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

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The Komodo dragon is the living lizard left and is also the . It can grow to over metres in kilos. They have long length and can weigh up to which allow them to detect chemicals in the air and warn them of nearby . These dragons teeth. There are less than have about dragons left in the wild. Threats to their survival include eruptions and humans their food sources.

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Komodo dragon. You can choose any style of poem. Examples include acrostics, haiku, limericks and rhyming poems. The creepier your poem the better!

_________________________ _________________________

o c . che _________________________ e r o t r s supe r Think About It: Prehistoric Dragons _________________________

Do you think that Komodo dragons could have existed around the time of the dinosaurs? Why or why not? ______________________________________________________ ______________________________________________________ 27

Galapagos Giant Tortoise

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Activity

Read the Galapagos Giant Tortoise pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

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

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1. How endangered is the Galapagos giant tortoise? __________________________________________________ 2. How many tortoises were once living on the Galapagos islands? __________________________________________________ 3. How many are left today? ____________________________ 4. List two threats to their survival: • _________________________________________________ • _________________________________________________

DISCUSS WITH A PARTNER: • f o r r e v i e w p u r p osesonl y• Imagine if the Galapagos Islands had not been discovered. How many giant tortoises might be around today? Write notes below.

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. t e o ______________________________________________________ c . c e her r ______________________________________________________ o t s super ______________________________________________________

Think About It: Protecting the Young

The baby “giant” tortoises are small enough to be eaten by many animals that were brought to the islands by early explorers. TASK: Design a protected enclosure for these young giant tortoises. Label the features of the enclosure and explain what will be needed. 28

Activity

Pygmy Blue Tongue Lizard

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Read the Pygmy Blue Tongue Lizard pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

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

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Creative Corner

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1. Does this lizard really have a blue tongue? ______________ 2. What is one of the main threats to this lizard species? __________________________________________________ 3. List two creature features: • ______________________________ • ______________________________

Compare a pygmy blue tongue lizard to a Komodo dragon. Fill in this table.

e.g. they are both reptiles

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How are they different? e.g. one has a blue tongue

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How are they similar?

. te o Think About It: c . c e her r The pygmy blue tongue lizard is an example of another species o t s s up er that was believed to be extinct. It was “rediscovered” in 1992. TASK: Imagine if a small group of dinosaurs was found to be living after all these years. Write a story for the headline below. Decide which type of dinosaur it is and where in the world they were found. Use another sheet or use the computer to make your work look like a real news report.

Reptiles That Came Back to Life 29

Tuatara

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Activity

Read the Tuatara pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s B r e oo Where are tuataras found? ___________________________ p u k How long do tuataras live for?_________________________ S

1. Why is the tuatara so unique? _________________________ 2.

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4. How long have they been slithering around the planet?

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Creative Corner

Read about rat-free islands and how they protect the tuataras from extinction. Imagine you’ve been sent to a rat-free island in the Pacific. Report back to the mainland by answering the questions below.

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What can you smell?_________________________________ What can you hear? _________________________________ What can you taste? _________________________________ What can you touch? ________________________________

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z z z z z

. Thinkt About e It: An Ancient Mystery o c . e Dinosaurs died outc about 65 million years ago, yet the tuatara has her r o st managed to survive. Do yous know why this would be? up er TASK: Write down ALL the reasons you can think of (no matter how crazy)! _________________________________________ _________________________________ __________________________

Activity

Harlequin Frog

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Read the Harlequin Frog pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s Bo r e p ok u The harlequin S frog is not poisonous. True False

1. Frogs belong to the group of animals known as amphibians. What is an amphibian?_______________________________

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3. What are two other names that this frog is sometimes known as? _______________________________________________ 4. Where is this frog found? _____________________________ 5. What are the main threats to the harlequin frog?

__________________________________________________

Many amphibian species have become extinct.

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What if all of the world’s amphibians became extinct?

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Why are amphibians in more danger than other animal groups?

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o c . c e he r Think About It:r Frog for a Day o t s super

What could be done to save amphibian species from dying out?

TASK: A wicked witch has turned you into a harlequin frog. Write about your day.

_______________________________________ _______________________________________ _______________________________________ 31

Activity

Leafy Sea Dragon

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Read the Leafy Sea Dragon pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

r o e t s B r e oo What do they look like? ______________________________ p u k In what regions are they found? _______________________ S

1. How long can a leafy sea dragon grow? ________________ 2.

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4. What are the main threats to the leafy sea dragon’s survival? __________________________________________________ __________________________________________________

Creative Corner

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Camouflage

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The leafy sea dragon uses camouflage to protect itself from predators. Brainstorm to think of as many animals as you can that use camouflage. Write down how they blend in with their environment.

o c . che e r Think About It: Dragons in Danger o t r s super

TASK: What are your some ways we could protect the endangered leafy sea dragons? List your ideas below. ___________________________________ ___________________________________ ___________________________________ 32

Activity

Manatee

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Read the Manatee pages in the Endangered Animals resource book to help you complete the following.

Just The Facts

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

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Creative Corner

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1. What type of animal is a manatee? ____________________ 2. Is the manatee a meat eater or a plant eater? ___________ 3. Up to how many hours a day do manatees spend eating? _ __________________________________________________ 4. Describe the marine habitat of the manatee. __________________________________________________

List two of the manatee’s threats to survival in the table below. For each threat, think of an action people could take to reduce the problem.

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Test the water and put some nets up to stop the manatees from travelling to the Red Tide areas.

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e.g. Red Tide (poisonous marine algae)

o c . Think About It: Manatee Madness r ch e e o t r s s r u e p TASK: Finish this story using another sheet of paper.

Hello. I am Mervin the manatee. I’d like to let you know that I have managed to survive all sorts of adventures so far. It’s one thing after the other in my part of the world! Just the other day I was out looking around for some tasty plants when all of a sudden … 33

Amphibian Alert â&#x20AC;&#x201C; Fearless Frogs

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Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 34.

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

Teac he r

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Many amphibians from all around the world, particularly those living in rainforest areas, are in danger of extinction. Frogs are a type of amphibian and many frog species are critically endangered. How much do you know about frogs?

Play the cool game at the website and write down what you find out at each stage.

__________________________________________________ e.g. The red-eyed tree frogâ&#x20AC;&#x2122;s toes have round pads that work like

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ __________________________________________________

__________________________________________________

5. 6. 7. 8. 9.

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__________________________________________________ suction cups. The sticky pads help the frog cling to leaves and branches.

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

__________________________________________________ __________________________________________________

10. __________________________________________________ Check out Frogs at the Exploratorium: www.exploratorium.edu/frogs 34

A Safe Home for a Cyber Tiger

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Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 35.

r o e t s Bo r e p ok u S Design an enclosure for a tiger by visiting the website and following

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Tigers are the most endangered of the big cats. There are only about 900 Siberian tigers left roaming the planet and about 500 of these tigers have safe homes in zoos. the instructions. Answer the questions below as you go.

What did you name your tiger? __________________________

Building a Home

z What ÂŠ things dida you add enclosure Re dy Etodthe Pu bl i cat i ons to make your tiger feel at home?

â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

__________________________________

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z How did you make your tiger home safe?

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__________________________________ __________________________________________________

. te __________________________________________________ o c . e What toys didc you give your tiger to play with? her r o t s super __________________________________________________

z What is your tiger going to eat? z

z Did you have to change any of your choices before your tiger could be released into his new home? If yes, give details. __________________________________________________ __________________________________________________

Cuddly Koalas

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Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 36.

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

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Like kangaroos, koalas are a national symbol of Australia. Sadly, the numbers of koalas in trees today are nowhere near the millions of koalas that used to roam about. Many koalas have been killed in natural events such as bushfires, which have also wiped out the animalsâ&#x20AC;&#x2122; habitat. The koala is officially classified as a vulnerable species and is on the road to becoming endangered. Read the article at Site 1 to learn exactly what problems koalas face.

Koala Rescue Plan

ÂŠidea Re ad yEd ubl i c at i o nSite s 2 for Think of an that will help theP koalas. Check out some ideas. Write down how YOU can help save the koalas. â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

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. t e o _________________________________ c . c e _________________________________ her r o t s super _________________________________

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_________________________________ _________________________________ _________________________________

Staying Alive

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Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 37.

r o e t s Bo r e p ok u Sand play the Walking with Beasts camouflage game. How did you Click on the website

go in the game? Describe what happened.

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Many animals face the threat of being hunted and eaten by predators everyday. One animal defence tactic that many animals use is camouflage. Animals that prey on other animals also use camouflage to sneak up on their prey.

______________________________________________________ ______________________________________________________ ______________________________________________________

ÂŠ ReadyEdPubl i cat i ons Story Time â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ Imagine you are an endangered animal and you must hide from

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Think about these points before your start your story. 1 . Characters: e.g. animals involved â&#x20AC;&#x201C; you and the predator; 2 . Setting: e.g. jungle, desert, rainforest, ocean; 3 . Plot: Set the scene, tell about the adventure, work out the ending.

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predators using camouflage. Write an adventure story that lets you describe yourself and how you go about using camouflage. I am an echidna. My beige-and-black spines help to camouflage me in the bush.

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Jungle Adventure

Activity

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 38.

r o e t s Bo r e p Remember: ok u An adjective isS a describing word, e.g. ugly, lumpy, scary.

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At this website you can create your own jungle adventure. All you have to do is come up with some words and then the story is created for you.

A past-tense motion verb is a word that describes how you moved, e.g. ran, swam, hopped, jumped, climbed.

Print out your story and read it to the class.

Jungle Poem

ÂŠ ReadyEdPubl i cat i ons

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The poem has been Think of all of the endangered started you â&#x20AC;Śâ&#x20AC;˘ animalsâ&#x20AC;˘ that you that f o rknow r evofi e wlive pur po sesfor on l y in a jungle or rainforest In the lush green jungle lives the environment. List them here: climbing, lazy sloth, This funny, hairy animal is nothing like a moth.

_____________________ . te o _____________________ _________________________ c . che e _____________________ _________________________ r o t r s su r e _____________________ Use as many of these animals as youp _________________________

can and put them into a wacky poem. Try to make your poem rhyme, it can be as silly as you like. Use lots of cool adjectives to make your poem more interesting. 38

_____________________ _____________________ _____________________ _____________________

Great Gorillas

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Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 39.

r o e t s Bo r e p ok u Check out the gorillas at the website and write four groovy gorilla S facts. Have a good look around the website while youâ&#x20AC;&#x2122;re at it.

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Gorillas face the same threats that many animals face in the wild. People hunt the gorilla for their meat and also logging companies have destroyed their natural habitat.

__________________________________________________

ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pVs ur posesonl yâ&#x20AC;˘ Humans Gorillas

Did you know that humans are related to gorillas? Compare.

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zThey both have hair

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Think of ways that they are the same:

o c knuckles. che e r o r st super

Think of ways that they are different: zGorillas walk on their

Help Out! With a partner, think of a way that your class or school can raise money to help protect gorillas in the wild. Plan your ideas on another sheet of paper. 39

Sharks Alive!

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Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 40.

r o e t s Bo r e p o u k Why are sharks endangered? S What do you think about

List the problems many sharks face.

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Did you know that great white sharks and some other sharks are actually endangered? Visit the website and read all about it.

people killing sharks that have attacked humans? Write your ideas below.

__________________________ __________________________

ÂŠ ReadyEdP ubl i cat i ons __________________________ ___________________________ __________________________ â&#x20AC;˘f orr evi ew pu r posesonl yâ&#x20AC;˘ ___________________________

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o c . Shark Surprise! e ch r er o t Sharks have been swimming in the sea for at s least 400 million super years! That is even before the dinosaurs. How do you think scientists know that sharks were around this long ago? ______________________________________________________ ______________________________________________________

Elephant Emergency

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Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 41.

r o e t s Bo r e p oon the way. Write down five facts that you have learntk u S _________________________________

2. _________________________________ 3. _________________________________ 4. _________________________________ 5. _________________________________

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Teac he r

Click on the website to learn some elephant facts. Take the elephant quiz.

ÂŠ ReadyEdPubl i cat i ons Did you know that when thep Asian tsunami occurred in 2004, â&#x20AC;˘ f o r r e v i e w u r p o s e s o n l y â&#x20AC;˘ elephants acted as bulldozers, moving tsunami debris off the streets

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in Thailand? They also helped to recover victims by lifting debris off with their trunks. Design a poster to alert people about endangered elephants. Include all the ways they help us and think of what we can do to make sure that elephants are around forever. Make some notes below and then design your poster either on the computer or using a large sheet of paper.

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Endangered Ecosystem â&#x20AC;&#x201C; Coral Reef

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 42.

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

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Threats to Coral Reef

Hurricanes/ cyclones / storms Oil spills

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Coral reefs are like underwater rainforests. They are full of colourful animals and plants. We also get food and medicine from these regions. Many coral reefs are endangered ecosystems. Read about them at Site 1 and then make a list of all of the threats to coral reefs. Tick whether they are man-made or natural threats. Man Made

Natural

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o c . checoral reefs were destroyed? e What if all of earthâ&#x20AC;&#x2122;s r o t r s su r What can we do to protect coral reefs? pe Think About It

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ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

DISCUSS WITH A FRIEND:

What coral reef animals are endangered?

Extra: Australiaâ&#x20AC;&#x2122;s Great Barrier Reef is one of the earthâ&#x20AC;&#x2122;s most beautiful natural features. Dive into the reef at Site 2 to learn about this amazing ecosystem.

Endangered Animal â&#x20AC;&#x201C; Creature Feature

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 43.

r o e t s Bo r e p ok u My Animal: S

Description:

________________________ ________________________ ________________________

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Teac he r

Choose ANY endangered animal and create a Fact File below. Use these headings as a guide.

ÂŠ ReadyEdPubl i cat i ons ________________________ â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ ________________________

Habitat:

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Diet:

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. te THREATS TO SURVIVAL What I can do to help this animal: o c . â&#x20AC;˘ _______________________ che ________________________ e r o t r s supe â&#x20AC;˘ _______________________ r ________________________ ________________________

DRAW OR PASTE A PICTURE OF YOUR ANIMAL.

â&#x20AC;˘ _______________________

________________________

â&#x20AC;˘ _______________________

________________________

â&#x20AC;˘ _______________________

________________________

Read some cool studentsâ&#x20AC;&#x2122; stories about endangered animals at Site 22. 43

Extinct Animals â&#x20AC;&#x201C; The Dinosaurs

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Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 44.

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

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Endangered animals are in danger of dying out and becoming extinct. Dinosaurs became extinct over 65 million years ago. Read about them at the website and complete the dinosaur facts below.

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Dinosaurs were prehistoric r_________________. They hatched from e_____________. The largest dinosaurs were over ________ metres long. The smallest dinosaurs were as small as c______________. The largest toy walk on P earth were ÂŠ animals Read Ed ub l i ccalled at i ons S_______________. f orr e vi e w puwhich r pomeans seso nl yâ&#x20AC;˘ z Mostâ&#x20AC;˘ dinosaurs were herbivores they were p___________ eaters. z The T_______________ dinosaur was a meat eater (carnivore). z We know about dinosaurs because of the f______________ that have been found. Challenge: z What reasons can you find for the dinosaurs dying out? z z z z z

o c . che e r o Dino Profile r t s super

Read about the different dinosaurs at the site and click on the links. Which is your favourite dinosaur and why? Write a poem about this dinosaur. You can choose any style of poem and you should include some real facts. 44

Extinct Animals â&#x20AC;&#x201C; Tasmanian Tiger

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Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 45.

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

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Tasmanian Tiger Profile

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The Tasmanian Tiger was actually a marsupial that was more like a wolf than a tiger. Read about this interesting animal at Site 1 and visit Site 2 to see a photo of what was thought to be the last Tasmanian tiger. Find out all you can about this extinct Australian mammal.

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z Habitat: (Where did this animal live?) _______________________________________________ z What did they eat? _______________________________ ÂŠ ReadyEdPubl i cat i ons z Length _______________ Weight _________________ â&#x20AC;˘f o rthis r ev i ewbecome pur p osesonl yâ&#x20AC;˘ z When did animal extinct: â&#x20AC;&#x201C; on the mainland of Australia? ____________________ â&#x20AC;&#x201C; in Tasmania? __________________________________ z What can you find out about the last known Tasmanian tiger? __________________________________________ _______________________________________________

o c . Extra: Tasmanian Tiger Sighting â&#x20AC;&#x201C; Report Form. che e r o t r s su per There have been many reported sightings of this animal. Make a report form up for people to fill in for possible sightings. Include all the questions that you think are important.

Extinct Animals â&#x20AC;&#x201C; New Zealand Huia

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 46.

r o e t s Bo r e p ok u Facts: S Some before

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Check out the website to learn about some extinct birds of New Zealand.

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Some birds became extinct befor before e people arrived in New Zealand due to changes in the climate, a lack of food or predators. Many ter humans arrived because they killed animals became extinct af after some species for food and clothing, cleared the forest habitats for farming or brought predators with them (introduced species) that ate birds, their eggs or their food. The huia and the moa are two ÂŠbirds. ReadyEdPubl i cat i ons extinct native

â&#x20AC;˘ The f orr evi ew pur posesonl yâ&#x20AC;˘ Huia

Read the story of the huia and find answers to the following.

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1. What was so special about the huia? __________________________________________________ 2. What do fossils tell us about the huia? __________________________________________________ 3. What are some of the reasons for the extinction of the huia? __________________________________________________ __________________________________________________

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Helping the Huia

Go back in time and pretend you were able to stop the huia from becoming extinct. What did you do to help this species? _____________________________________________________ _____________________________________________________ 46

Vanishing Animals

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 47.

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Animal name: _________________

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Animals are vanishing from all around the world for a number of different reasons. Click on the sections of the map at the website and create a fact card below for the right region. In the last box you can pick any region. Draw a picture for each of your animals.

_______________________________

zAFRICAN

Endangered Animal

zASIAN

Endangered Animal

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zAUSTRALIAN Endangered Animal

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Animal name: _________________ ÂŠ ReadyEdPu bl i c at i ons Habitat: ______________________ Habitat: ______________________ â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ THREATS TO SURVIVAL: THREATS TO SURVIVAL:

z_______Endangered

Animal

o c . che e r o t r s super Animal name: _________________ Animal name: _________________ Habitat: ______________________

Habitat: ______________________

THREATS TO SURVIVAL:

_______________________________

Activity

Animal Trading Cards

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 48.

Create four trading cards for endangered animals. Use the boxes below and download or draw a picture to illustrate. Swap cards with your classmates.

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Animal name: _________________ Habitat: ______________________ Location around the world: _______________________________ THREATS TO SURVIVAL: _______________________________ _______________________________

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r o e t s Bo r e p o u k zREPTILE zMAMMAL S

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zBIRD

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ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘ zFISH

o c . che e r o t r s supAnimal Animal name: _________________ name: _________________ er Habitat: ______________________ Location around the world: _______________________________ THREATS TO SURVIVAL: _______________________________ _______________________________ 48

Habitat: ______________________ Location around the world: _______________________________ THREATS TO SURVIVAL: _______________________________ _______________________________

How You Can Help

CYBER

Challenge

You will need access to the Internet to complete this activity. Go to www.readyed.com.cu/urls/AYL/endanger.htm and click on the website for Page 49.

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Think Local â&#x20AC;&#x201C; Act Global

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There are plenty of little things that people can do that will help save some of the worldâ&#x20AC;&#x2122;s endangered animals. If everyone helps then people can make a difference. Have a look at the website for some things that you can do.

Fill in the table below with ways that you can help endangered species. Write an example of some of the animals you will be helping.

ÂŠ Ready EdP ubl i ca t i o s My Actions Which Animals am In Helping?

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animals likes turtles penguins f orbags r evi eStops wp ur po e soand nl y â&#x20AC;˘ Recycleâ&#x20AC;˘ plastic getting caught up in them.

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Assessment and Evaluation

Evaluation and assessment complete the model for any learning experience. It is often difficult to assess creativity as many students need the right outlet for their learning. Some students will perform better with oral presentations, some will shine in class discussions, others will display initiative in the design process while many will demonstrate their understanding through written assignments.

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Did the student apply his/her imagination?

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r o e t s Bto be addressed at the r These are only a sample ofe the questions that needo p ok evaluation stage: u Scommunicate effectively in written form? • Did the student Did the student demonstrate critical and creative thinking skills?

Critical thinking includes the ability to evaluate, compare, analyse, detect bias, distinguish fact from opinion, see causal connections, draw conclusions and form effective arguments. All of these skills can be developed at junior/ middle primary level. Creative thinking, also an important element of effective thinking skills, involves the ability to challenge assumptions and think outside rigid mental sets so it is very important that teachers understand how students have performed in the Creative Corner sections of activity pages. Assessment Sheets

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Pages 51-53 contain assessment forms to be used at the teacher’s discretion. The forms have been tailored to particular activities and have been categorised as follows:

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o c . che e r o t r sa self-assessment form as su The students should be encouraged top complete er • • •

Written Information Creative Thinking Evaluation Student Self-Assessment

they complete activities where the teacher feels that there are opportunities for reflection. Ideally, these sheets can be set up in a box as part of a learning centre. Teachers can then use these forms to help them assess the students’ understanding of the learning process.

Teacher Assessment 1 Written Information

•

This assessment proforma is designed to evaluate activities that require creative written accounts and tasks.

r o e t s Bo r e p o u k Did the student understand the task? S What creative thinking strategies did he/she employ to complete

Student Name: ____________ Task Card: _______________ YES NO

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the task? _____________________________________________ _____________________________________________________

Displaying Information:

Did the student demonstrate confidence in sharing his/her learning experience with the class?

Research Skills:

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Presentation: Was the layout eye-catching? Were appropriate materials used to enhance presentation? (e.g. images/drawings) Did the student proof read their work? Has the student shown flair and imagination in their work?

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Did the student grasp the main concept of the task? Has the student shown evidence of library or multimedia research? Has the student demonstrated proficiency in using the Internet as a research tool? Extra comments:

___________________________________________________ ___________________________________________________ ___________________________________________________

Teacher Assessment 2 Creativity

•

This assessment proforma is designed to evaluate student creativity and thinking skills.

Student Name: ____________ Task Card: _______________

r o e t s B r e oo Did the student understand the task? p u k the task? What creative S thinking strategies did he/she employ to complete ___________________________________________________________

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YES NO

___________________________________________________________ Creative Thinking Evaluation: Did the student demonstrate confidence in sharing his/her work with the class? Cognitive and Affective Skills: Fluency - Did the student generate a number of ideas? Flexibility - Did the student look at the problem from another perspective? Originality - Were new and innovative ideas drawn upon? Elaboration - Did the student expand on already existing ideas? Curiosity - Did the student seek out answers and facts? Imagination - Did the student venture beyond the “safe” boundaries? Risk Taking - Did the student explore a number of solutions to the problem? Reflection: Did the student reflect on his/her work and suggest changes? Did the student show competency in using the creative thinking strategies (e.g. brainstorming, applied imagination, problem reversal)? Extra comments:

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___________________________________________________ ___________________________________________________

Student Self-Assessment

Complete this sheet after completing each of the task cards.

Name:___________________ Task Card: _______________

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1.Explain in your own words what the task was asking:__________________ ______________________________________________________ ______________________________________________________ 2.What strategies did you use to complete the task? ___________________ ______________________________________________________ ______________________________________________________ 3.How did you share your learning experience with the class? _____________ ______________________________________________________ 4.The aspect you enjoyed most about this activity was: (Give reasons.) ______ ______________________________________________________ ______________________________________________________ 5.The part you liked least about this task was: _______________________ ______________________________________________________ ______________________________________________________ 6.How could you have improved your learning experience? _______________ ______________________________________________________

Disagree

Agree

Strongly agree

. te o that describes how you feel. c . che e r o t I enjoyed this r task. s s r u e p I learnt new things during this task. Read the statements below and then colour the circle

Strongly Disagree

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Think About ...

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I enjoy sharing my work with the class. I feel my work could be improved. This task gave me something to think about. I was unsure of what this task required. I would like to research this task further. I was satisfied with my end result. 53

Further Assessment Tools

Online Creativity Tests and Resources Creativity Assessment Index www.creativelearning.com/Assess/

r o e t s Bo r e p ok u S Smarter Kids.com www.smarterkids.com/

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Crayola.com - The Power of Creativity www.crayola.com/parents/powercreativity/quizes/print_teachers.cfm

Fostering Academic Creativity in Gifted Students www.kidsource.com/kidsource/content/academic_creativity.html

Six Thinking Hats www.edwarddebonofoundation.com/

www.ericfacility.net/ericdigests/ed306008.html

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References:

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Creativity in Young Children - ERIC Digest

Torrance, E. Page (1977). Creativity in the Classroom. Washington, DC: National Education Association.

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Endangered Animals Answers

Animal Habitats (P. 10)

Gilbert’s Potoroo (P. 18)

1. To make room for buildings and houses or mining; 2. Natural disasters can change a habitat. A fire, drought, tsunami or earthquake can change the environment; 3. Marine habitats can be damaged when waterways are polluted. The polluted waterways can kill some species and make other animals very sick. Certain chemicals can harm the natural environment that other species depend on for food and shelter.

1. A potoroo is a small mammal that looks a bit like a bandicoot but is a type of rat kangaroo; 2. The south coast of Western Australia near Albany; 3. Less than 30 have been sighted.

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Introduced Species (P. 11)

Animal Alert (P. 12) 1. They were brought here in the ballast water of ships from other places; 2. Cattle have caused damage to the environment when their hooves have compacted the soil which stops new plants from growing and causes soil erosion; 3. Leather; ivory, horns, skins; 4. A predator is an animal that hunts another animal for food; 5. Weeds can take over an area and compete with native plants for space, water and nutrients. Animals can suffer as these native plants are often their food source.

1. Queensland hairy-nosed wombat; 2. It faces backwards; 3. Reasons include: the wombat’s natural habitat has been cleared for housing, industrial buildings or for farming; Introduced animals have preyed on the wombat; Introduced plants have forced out the natural food sources of the wombat; The drought caused a lot of trouble for wombats.

Greater Bilby (P. 20)

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1. Introduced species; 2. Native species; 3. Examples include cats, dogs, horse, goats, sheep, cows, rabbits, foxes, camels, pigs, foxes, deer, mice, rats and so on; 4. Answers will include farming purposes (e.g. cows and sheep) sports and transport (e.g. horses, greyhounds) and as pets (cats, dogs).

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Northern Hairy-Nosed Wombat (P. 19)

1. Rabbit-eared bandicoot; pinki, dalgyte, ninu, walpa; 2. The lesser bilby has not been seen since the 1930s and is now extinct; 3. Snails, fungi, insects, bulbs, small mammals, small reptiles.

Big Cats (P. 21)

1. 36; 2. In the wild in Africa, Asia, Europe, North and South America; 3. Large forward facing eyes, excellent hearing, sharp teeth, strong limbs, sharp claws and they move silently.

Humpback Whale (P. 22) © R e a d y E d P ubl i cat i ons Meet The Animals: Malayan Sun Bear .e 13) • f o r(Pr vi ew pur posesonl y•

Polar Bear (P. 14)

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1. In the Arctic regions; 2. Russia, Alaska, Canada, Greenland; 3. Predators; 4. Seals.

Giant Panda (P. 15)

Regent Honeyeater (P. 23) 1. Black, white and yellow; 2. Common throughout New South Wales, Queensland, South Australia and Victoria; 3. Only in New South Wales (Great Dividing Range); 4. Acts as a pollinator by carrying pollen from the anther of one plant to the stigma of another plant so that a new flower can grow.

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1. In the tropical forests of South East Asia; 2. It feeds on fruit, tips from palm trees, small mammals, birds and roots; 3. The bear’s forest habitat has been cleared to make room for farming; other habitats have been cleared for their wood; poachers have hunted the bear for things like bear fat, blood, paws, bones, spinal chord and gall to use in traditional Asian medicine.

2. 1. 7000; 2. Whaling; 3. They were hunted for their meat and also for the their valuable bony plates that were known as whalebone or baleen which was used to make ribbing in dress corsets and also umbrellas; 4. Answers will vary.

Philippine Eagle (P. 24)

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1. Only found in mountainous forest in central China; 2. About 1600; 3. Bamboo; 4. Their forest home has been destroyed to make way for farms and also to use the wood. Also there is sometimes a shortage of bamboo.

Black Rhinoceros (P. 16)

1. For more than 60 million years; 2. True; 3. Because poachers hunt the black rhino for their horn. They sell the horn for lots of money.

Asian and African Elephants (P. 17)

1. False, it is the second largest; 2. Four; Monkeys, small mammals such as dogs, pigs, goats and also hunts birds; 3. THREATS: Habitat loss when rainforests have been cleared as also it is hunted by humans.

Humboldt Penguin (P. 25)

1. No; 2. On the coastal regions of Peru and Chile in South America; 3. Hunted for the meat, oils and skins. Sailors even ate them in the early days of whaling; 4. THREATS: Fishing – penguins die when they are caught up in the fishing nets; Oil spills – the oil can ruin a penguin’s habitat; Natural causes – e.g. the El Nino effect in 1982 which caused the death of many penguins when the ocean’s temperature warmed; Penguin guano collection – people destroyed the penguins’ habitat in the process of collecting the penguin waste for fertiliser.

1. They are hunted for their tusks which are made of ivory. This is used to make snooker balls, piano keys, dagger handles and other ornaments; 2. Hippopotamus, walrus, mammoth; 3. True; 4. They are plant eaters and eat things

Endangered Animals Answers

Western Swamp Tortoise (P. 26) 1. True; 2. Lives in a swampy habitat in two locations in Western Australia; 3 THREATS: Their swampy home has been drained for farming purposes; Natural events such as drought and bushfires have caused a decrease in tortoise numbers and the tortoises that have survived these events have then been left without food or shelter (habitat loss); Introduced species such as foxes, dogs and cats have preyed on the tortoises and natural predators such as snakes and lizards have competed with the tortoises for food.

dragons for aquariums and trade to other collectors. Many dragons die as people are not able to provide the right environment; Other dragons are killed in sea storms where the water pressure changes; Pollution in our waterways caused by run off from factories and farming fertilisers can also cause many sea dragons to get sick and even die.

Manatee (P. 33)

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Komodo Dragon (P. 27)

1. Marine mammal; 2. Plant eater; 3. Eight; 4. Found in shallow, slow moving rivers, estuaries, saltwater bays and coastal regions. They migrate to warmer coastal waters in summer months.

CYBER CHALLENGE ACTIVITIES:

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Galapagos Giant Tortoise (P. 28)

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The Komodo dragon is the largest living lizard left and is also the heaviest heaviest. It can grow to over three metres in length Amphibian Alert – Fearless Frogs (P. 34) and can weigh up to 90 kilograms. They have long forked tongues which allow them to detect chemicals in the air Check the answers at the website. ey and warn them of nearby pr prey ey. These dragons have about 60 teeth. There are less than 5000 dragons left in the wild. Extinct Animals – The Dinosaurs (P. 44) Threats to their survival include volcanic eruptions and •Dinosaurs were prehistoric reptiles. humans hunting/poaching their food sources.

•They hatched from eggs. •The largest dinosaurs were over 30 metres long. •The smallest dinosaurs were as small as chickens. •The largest animals to walk on earth were called Sauropods. •Most dinosaurs were herbivores which means they were plant eaters. •The Tyrannosaurus rex (T. rex) dinosaur was a meat eater (carnivore). •We know about dinosaurs because of the fossils that have been found.

1. Critically endangered; 2. 250,000; 3. 15,000; 4. THREATS: In the past they were hunted by sailors for food; they have been prey for introduced species such as rats, pigs, dogs and cats. These animals eat the eggs and the young Challenge: tortoises; Volcanoes and bushfires have also wiped out a Many people believe that an asteroid hit the earth around 65 large number of the tortoises. million years ago which caused dinosaurs to die out. Dinosaurs that weren’t killed during the event died later as a result of the Pygmy Blue Tongue Lizard (P. 29) changes that happened to the earth. 1. Yes; 2. Ploughing the land: Lizards either die in the process of ploughing or are left without food or shelter as their Extinct Animals – Tasmanian Tiger (P. 45) habitat has been destroyed. They also become easy targets Habitat: Lived in dry eucalyptus forests, wetlands, and grassfor predators; 3. Creature Features will vary. lands in continental Australia, Tasmania, and New Guinea; Diet: It ate wallabies, rabbits, sheep, poultry, goats, and other Tuatara (P. 30) animals; Length: 1.8 metres; Weight: 30 kilograms; Became 1. Answers may vary but could include: They are the only extinct on mainland of Australia around 2000 years ago due to animals that lived side by side with the dinosaurs and also competition with the dingo; Extinct in Tasmania as a result of survived whatever it was that wiped out the dinosaurs. They hunting, since 1936; The last known Tasmanian tiger was also have a third eye and can live to be over 100 years old; 2. named Benjamin and died in captivity at the Hobart Zoo in They are only found on about 30 islands off the coasts of 1936. New Zealand; 3. Sometimes over 100 years old; 4. At least 248 million years. Extinct Animals – New Zealand Huia (P. 46)

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Harlequin Frog (P. 31)

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1. The male and female birds had very different beaks. The male’s beak was short and straight and the female’s beak was 1. An amphibian is an animal with scaleless skin that lives long and curved; 2. Fossils show that the huia could once be part of its life in water and part on land; 2. False; 3. Panama found throughout the North Island of New Zealand; Causes: golden frog or golden harlequin toad; 4. Western Panama in Polynesian rats brought to New Zealand with the Maori killed Central America; 5. THREATS: Habitat loss; A fungus many of the huia. The Maori also cleared forest habitats to disease which grows on the surface layers of amphibians and make space for homes and farms. Huias were killed for their tail is thought to affect their drinking and breathing. Their skin is feathers and beaks were popular as ornamentation (head very sensitive and environmental changes such as acid rain, dresses). European settlers bought more predators to New thinning of the ozone layer can cause serious problems for Zealand and cleared more of the huia’s habitat. Hunting wiped amphibians such as the harlequin frog. out many huia as people wanted stuffed huia for their homes and museums overseas. People around the world wanted huia Leafy Sea Dragon (P. 32) feathers after one was presented to the Duke of York before he was King. This led to the extinction of the huia 1. Up to 35 centimetres; 2. Floating pieces of seaweed; 3. Australia’s warm waters from Kangaroo Island (S.A) to Rottnest Island (W.A); 4. THREATS: People capture the sea