Activity

Animal ExtinctionKey LearningStudents will investigate the issue and causes of animal extinctions in the Holocene era and debate human responses to mass extinction.

The Australian CurriculumGeography/Geographical Knowledge and Understanding

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of

Australian places. year 5 (ACHGK027)

Geography/Geographical Inquiry and Skills/Collecting, recording, evaluating and representing

Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different

groups of people. year 5 (ACHGS039)

Economics and Business/Economics and Business Knowledge and Understanding

The difference between needs and wants and why choices need to be made about how limited resources are used. Year 5

(ACHEK001)

English/Literacy/Creating Texts

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) Year 5

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) Year 6

Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) Year 7

Science/Science Understanding/ Biological Sciences

The growth and survival of living things are affected by the

physical conditions of their environment. Year 6 (ACSSU094)

Science/Science as Human Endeavour/Use and influence of science

Scientific knowledge is used to inform personal and community

decisions. Year 6 (ACSHE220)

Discussion Questions

1. What have you learned as a result of watching this story?2. How many mammals have become extinct in Australia since the arrival of Europeans?

a) 40b) 27

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Episode 91st April 2014

c) 503. How could climate change affect some animal species?4. Why do you think it can cost a lot of money to save endangered species?5. What are some of the reasons that animals can be important?6. Why does Corey say we should keep the “creepy crawlies”?7. Think of an example of an animal that’s important to other animals.8. What do you think the scientist meant when he described some animals as “zombie species”?9. Give some reasons for trying to preserve critically endangered species.10. Do you think the government should put more money into saving some species than others?

Give reasons for your answer.

Activities

Glossary

After watching the BtN story Mass Extinction, ask students to write down what the following key words mean. Look up the actual meanings to create an animal extinction glossary.

SpeciesMammalExtinctEndangeredCritically EndangeredClimateEnvironmentHabitatEcosystem

Extinction causes mind map

As a class, brainstorm a list of possible reasons for animal extinction. Consider working on a class mind map to visually outline information – the word ‘extinction’ will be placed in the centre, to which associated ideas, words and concepts are added. Associated ideas can be linked by branches as seen below:

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Extinct Animal Profile

As a group, ask students what they know about extinction. Can they name some extinct animals?

Using the Australian government’s list of threatened fauna at http://www.environment.gov.au/cgi-bin/sprat/public/publicthreatenedlist.pl?wanted=fauna, ask students to choose an extinct Australian species to research.

Ask them to consider the following questions in their description:

- What was its scientific name? Was it known by any other names?

- What did it look like?- What was its habitat? Describe the environment

that it lived in.- What did it eat? - When did it become extinct (or when was it last

seen in the wild)?- What were some of the causes of its extinction?- What were the effects of its extinction? Did it have

an impact on humans, plants or other animals?

Animal campaign

Divide students into groups and assign or ask them to choose an animal from the list of endangered species below. Ask them to imagine they are running a campaign to convince people to spend money on saving that species. As a group, plan, draft and create a poster that shows why the animal should be protected.

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Extinction Predators

Deforestation

Foxes

Cats

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Northern Hairy Nosed Wombat

Spear Toothed Shark

Leaf-scaled Sea Snake

Orange Bellied Parrot

Gilbert’s PotorooSpotted Quail Thrush

Macquarie PerchBlue Whale

They may want to consider:

- What is the value of the animal to humans? Is it unique? Beautiful? Of value to Indigenous cultures?- What is its value to the eco system (other animals, plants, soil, etc)?- What could be done to help it?

Talk to students about how media, colours, textures, lighting and composition in photographs, and language can be used to persuade. Class discussion

Hold a class discussion clarifying the arguments raised in the BtN Animal Extinction story. Discuss the different points of view and issues raised, for example:

The responsibility of governments to use money efficiently. The fact that resources are limited and saving species is difficult and expensive The responsibility of humans to look after the environment Should humans be able to choose which species are more important?

Students will investigate the issues in detail by either holding a mini debate.Question to respond to:Should the government spend money on trying to save species with little chance of survival?

Mini debate

Preparing for your mini debate Working in pairs, students will prepare a 1-2 minute speech for a mini debate on whether the

government should spend money on trying to save species with little chance of survival. One person will speak for the affirmative and the other will speak for the negative.

Before students begin to construct their argument, ask them to record what they already know about the topic and what they would like to find out. Students then research the topic to gain a greater understanding of the issue.

Ask students to list their arguments in point form on paper (without their partner seeing them). When they have done this, ask them to choose the five best points that will form the basis for their debate.

Students will write in point form, their debate on cards that fit into the palm of their hand. Their debate needs to have an introduction (introducing the topic), middle (three main points) and a conclusion (restating their position). Students practise their speech and then present the mini debate to other students.

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Guide for giving feedback Was the information clear and

accurate? Were the arguments logical? Were the counter arguments

accurate and relevant? Comments about the presentation

style (tone of voice, body language, enthusiastic, convincing).

Reflection How difficult was it to think of points to

support one side of the argument? Do you think you would have done a

better job supporting the other side of the argument?

Was I able to convince others of my opinion?

Did my opinion change? What did you learn from this activity?

Further Investigation

Find out more about the effects that climate change might have on animals.Ask students to prepare a report or poster exploring the issue.

8 Related Research Links

ABC News –Scientists resign `living dead’ species to extinction, call for triage debate http://www.abc.net.au/news/2014-03-19/australian-species-facing-extinction-living-dead-triage/5331908

Environment Protection and Biodiversity Conservation list of threatened faunahttp://www.environment.gov.au/cgi-bin/sprat/public/publicthreatenedlist.pl?wanted=fauna

BTN Mammal Extinctionhttp://www.abc.net.au/btn/story/s2316624.htm

National Geographic – Mass Extinctionhttp://science.nationalgeographic.com.au/science/prehistoric-world/mass-extinction/

Kids.net.au – Extinction Eventhttp://encyclopedia.kids.net.au/page/ma/Mass_extinction

Australian Museum – Extinct Animalshttp://australianmuseum.net.au/Australias-extinct-animals

©ABC 2014

The Holocene Extinction

Since about 10,000BC, a very large number of species have become extinct. It is known by scientists as the Holocene Extinction.

- Research the Holocene extinction, its causes, its impacts and how humans might be influencing these extinctions.

- There have been five other periods of mass extinction on earth. Find out more about them, their causes and their impacts