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The Grassland Ecosystem- Teacher Notes VELS Levels 5 and 6 Ecosystems Teacher Notes THE HE HE G G GRASSLAND RASSLAND RASSLAND E E ECOSYSTEM COSYSTEM COSYSTEM Werribee Open Range Zoo

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Page 1: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

VELS Levels 5 and 6

Ecosystems Teacher Notes

TTTHEHEHE G G GRASSLANDRASSLANDRASSLAND E E ECOSYSTEMCOSYSTEMCOSYSTEM Werribee Open Range Zoo

Page 2: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

Experience & Learning is a partnership between

Page 3: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

The Grassland EcosystemThe Grassland Ecosystem VELS Levels 5 & 6VELS Levels 5 & 6VELS Levels 5 & 6

Teacher Resource

Grasslands are a diverse, dynamic, interactive and valuable resource that require a range of conservation measures to address their threatened status.

Introduction Prior to European settlement the Western Basalt Plains Grasslands extended over South West Victoria, from the western periphery of Melbourne up to the Victorian border. A number of indigenous groups once inhabited the area, utilising the grasslands for food, medicines and materials. Grasslands of the Western Basalt Plains have been listed as a Critically Endangered ecological community under the Environment Protection and Biodiversity Act 1999. Highly fragmented remnants of these grasslands support 20 threatened plant species.

The Program The Grassland Ecosystem is an authentic learning experience specifically designed to support the Victorian Essential Learning Standards (VELS). This learning experience connects students with grassland inhabitants and conservation issues, develops deeper ecological understandings and inspires action to conserve and restore Australia’s most threatened ecosystem, grasslands.

Students will connect with species indigenous to the Western Volcanic Plains, develop understandings about the interconnections between living and non-living things within the grassland ecosystem, establish the threats to the grassland ecosystem and develop ideas for action to lead to the conservation of ecosystems such as grasslands.

Objectives Students will:

• Explore the operation of a grassland ecosystem, the interaction between living and non-living things and their exchange of energy

• Determine the impact of human activities in the past and present on the grassland ecosystem and determine actions to address those threats

• Analyse the amazing adaptations that grassland species have to survive and thrive

Links to Victorian Essential Learning Standards The Grassland Ecosystem learning experience adopts an interwoven approach to the Victorian Essential Learning Standards (VELS) addressing the standards within each of the three VELS strands. This approach equips students with the capacities to:

• manage themselves and their relations with others

• understand the world and

• act effectively in that world.

To view the Victorian Essential Learning Standards addressed by The Grassland Ecosystem learning experience click on the links below:

Level 5Level 5Level 5 Level 6Level 6Level 6

Page 4: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

Pre-visit Activity and Preparation

What is living?

Provide students with a variety of objects to sort into 2 groups: living and non living. Once completed open up the discussion as to how do we define life? Introduce the definitions of biotic and abitoic and ask to classify again based on these definitions. Discuss the inputs and outputs of these living things and record in a table. Relate to photosynthesis and respiration.

Features for survival

Discuss the concept of adaptations.

Select 2 living things within your school environment. Draw and describe the features that they have for survival. Classify the adaptations as structural, behavioural or physiological.

Identifying ecosystems.

Do you have a natural ecosystem within your school grounds or nearby?

Establish the ecosystem that would have been present in your area prior to human settlement.

Go to www.dse.vic.gov.au and search the Biodiversity interactive maps.

Can you see any remnants of this ecosystem now?

Determine the species indigenous to your area. Take a look at Museum Victoria Bioinformatics at

http://museumvictoria.com.au/bioinformatics

Google Earth your school grounds

Go to http://earth.google.com/. View your school grounds or local community from above. Can you see where there are cleared areas and vegetated areas? Are there hard surfaces such as bitumen? Is there any water for frogs nearby? Assess whether the vegetation is remnant or regrowth or has it been replanted? Draw up a plan for your school grounds that would provide shade (canopy species), shrub layer for birds, tussock grasses for lizards, butterflies, frogs and insects. Draw up a second plan connecting habitat within your school to any existing habitat that might be nearby in parkland. Your aim is to create a corridor for wildlife.

At the Zoo

On Entry

Prior to visiting the Zoo teachers can download the Student Trail at www.zoo.org.au. When entering the Zoo each class teacher will be provide with a map. The front of this map will have your schedule for the day. Attached to the back of this map is an evaluation form. Experiences and Learning encourages all teachers to offer feedback so that we can continue to provide world class experiences.

Learning Experiences Session

Meet your Education officer at the entrance to the Discovery Centre. During a 50 minute session students will meet a local threatened species and learn about their specific needs as part of the grassland ecosystem. Students will explore a grassland, observe biotic and abiotic components, record inputs and outputs, interpret plant adaptations, determine the value of grassland and their threats, and suggest action for their conservation. The day also includes a 45 minute safari tour exploring grasslands of the world.

Making the Most of the Day

If time permits, be sure to experience the walking trails, including the Lions on the Edge and Kubu River Hippos. These immersive trails will provide students with an insight into the ways in which humans have encroached on habitat and provide examples of ways in which humans and animals attempt and co-exist in Africa.

Useful terms:

Abiotic– an element of an ecosystem that is non-living.

Adaptation: A feature that helps a living thing to survive. The feature may be structural, behavioural or physiological.

Biotic: An element of an ecosystem that is living or once had life.

An ecosystem consists of living and non-living things interacting together.

Photosynthesis: The process where plants take in carbon dioxide and water in the presence of sunlight to produce oxygen and carbohydrates.

Respiration: a series of chemical reactions in which glucose is broken down to make energy.

Page 5: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

Back at School Following your Grassland Ecosystem visit discuss the experience and how the knowledge and skills gained could be applied to your own school or surrounding area.

• Conduct a biodiversity audit of your school grounds. Landlearn has developed a biodiversity audit tool which can be downloaded at www.landlearn.net.au/resources/bio_up_close.htm

or go to Department of Environment, Water, heritage and the Arts www.environment.gov.au/education/aussi/resources.html

Contact the Zoo on 9731 9630 if you would like assistance to complete your audit.

• Develop an action plan to address the areas where you receive low scores. The action plan needs to be incorporated into the whole school Sustainability and Environmental Management Plan (SEMP). The action plan may include:

- removal of weeds and litter.

- researching and planting indigenous species.

- fencing off the area.

- linking habitat corridors within the school grounds to other significant areas outside of the school.

- maintenance of the habitat.

- raising community awareness through events such as festivals, fetes, assemblies, performances, themed school days, guest speakers, etc.

- become involved in projects within your community. For a list of Friends Groups go to http://www.parkweb.vic.gov.au/1volunteers_reg.cfm

• Celebrate your successes! Involve the media. Upload your fine work on the web and school newsletter. Run a school event.

• Seek accreditation from the Zoo or Iramoo for the AuSSi, Vic biodiversity module.

• Mentor other schools by sharing your experiences.

• Ensure that once your action plan is implemented that the area is maintained and enhanced where possible.

• Seek other opportunities to improve biodiversity in your area and attract more indigenous species.

Various organisations may be of use to your school when establishing habitat within your own school grounds or local community. Refer to:

Conservation Volunteers

http://www.conservationvolunteers.com.au/

Greening Australia Victoria. Contact to determine the current grants that are available to assist with revegetation projects.

http://live.greeningaustralia.org.au/GA/VIC/

Landcare Australia. Often have grants available for biodiversity related projects.

http://www.landcareonline.com/

Local Council. Contact the Environment Officer in your local council to determine local resources available for your school.

http://www.localgovernment.vic.gov.au/

Page 6: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

Resources and Suggested Websites

Bayes, E. & Hood; P.; 2003; Citylink Schools for the ENVIRONMENT Education kit. Greening Australia Victoria.

Lindemayer, D.; 2007; On Borrowed Time; Penguin Books and CSIRO publishing.

Temby, I.; 2005; Wild Neighbours—The humane approach to living with wildlife; Citrus Press, Broadway, Australia.

Wood, A. and Wood, R.; 2007; Inspiring the next young environmental leader: kids teaching kids- addressing our environmental crisis; Firestarter Pty Ltd. West Melbourne, Victoria.

The Living Landscape. An Australian Ecosystem Video Series illustrating the characteristics and diversity of various ecosystems and the effects of human impact. Go to www.gullivermedia.com.au/lndscpe.html

Grasslands

www.environment.gov.au/epbc/publications/pubs/grasslands-victoria.pdf

Natural Temperate Grassland of the Victorian Volcanic Plain. Environment Protection and Biodiversity Conservation Act 1999.

www.anbg.gov.au/anpc/natural_temperate_grassland17(2).html

The Australian Network for Plant Conservation.

www.savethewesternplains.org.au/Westernplains.php

Western Plains Landscape Guardians.

Federal and State Policy for Australia’s environment

www.environment.gov.au/education/publications/sustainable-future.html National Environmental Education Statement for Australian Schools: Educating for a Sustainable Future DEH 2005.

www.dpi.vic.gov.au/DSE/nrence.nsf/LinkView/C50F9AEFF496CEA8CA256FE800232FE1E2176756455B21FFCA256E57007C82CF

Our Environment, Our Future: Victoria’s Environmental Sustainability Framework. DSE April 2005.

www.education.vic.gov.au/about/deptpolicies/environment.htm

The Way Forward: An Environmental Sustainability Strategy for the Department of Education and Training. November 2005.

www.environment.gov.au/education/nap/index.html

National Action Plan for Environmental Education; 2000.

www.environment.gov.au/biodiversity/publications/strategy/index.html

The National Strategy for the Conservation of Australia’s Biodiversity. Department of Environment, Sports and Territories, 1996.

Werribee Open Range Zoo

www.zoo.org.au/education/index.htm

Experiences and Learning site with teacher and student resources, special programs and E-news.

www.parkweb.vic.gov.au/resources05/05_1225.pdf

This Parks Victoria overview provides a brief insight into the indigenous history of the Werribee River.

home.vicnet.net.au/~wfhg/history.htm

Summarises the history and settlement of the Werribee River.

Iramoo Sustainable Community Centre

www.iramoo.org.au

Iramoo overview, events and useful links.

Page 7: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

The Grassland EcosystemThe Grassland EcosystemThe Grassland EcosystemThe Grassland Ecosystem

Answers to Student Trail

Werribee Zoo is located within the Western Basalt Plains. This grassland ecosystem used to cover approximately one third of Victoria bounded by Melbourne to the east, Hamilton to the west, Beaufort to the north and Colac to the west. Now less than 0.1% of these grasslands remain, making them one of the most threatened ecosystems within Australia!

Learning Experience Session

To complete the following tasks your class will participate in a Learning Experiences session and will be lead by a Zoo Educator.

Threatened Species of the Western Volcanic Plains

1. You will meet a threatened species of the Western Volcanic Plains.

Complete the information about this species below:

Species Name: __________________________________________________________

Status: __________________________________________________________

Threats: __________________________________________________________

__________________________________________________________

Details of conservation measures in place: ___________________________________________

______________________________________________________________________________

______________________________________________________________________________

List what you can do to assist this species: ___________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Page 8: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

Organism Observed Inputs Outputs

Evidence

2. As you move through the grasslands look for evidence for the presence of at least 2 species. Record these species in the table below and their requirements for survival (inputs and outputs).

Take a closer look

3. Identify a plant species within the grassland ecosystem. Make a field sketch of the plant or characteristic part(s), eg. seeds, flowers, leaf shapes, in the box provided. Observe one structural adaptation of the plant and describe how it may help the plant to survive.

Plant name:___________________________________________

_____________________________________________________

Structural adaptation: ___________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Other:________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Page 9: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

Grasslands worth conserving?!

4. List the reasons for the demise of the Western Volcanic Plains grasslands. • Clearing for land use such as agriculture, housing, and associated infrastructure.

• Introduction of ungulates such as cows, sheep deer. Trample grasses with hard hooves and tear grasses out from the roots.

• Altered fire regimes since European settlement. Many grassland species rely on fire for regeneration. Indigenous groups regularly burnt off areas to encourage plant re-growth. Fire frequency is now reduced, resulting in a loss of biodiversity within grasslands.

• Use of fertilizers. Many native species do not respond well to phosphate.

• Low rainfall.

• Lack of awareness in the community about grasslands.

• Competition with weed species.

5. List the range of ways in which grasslands are considered to be a valuable resource. Grasslands provide a source of:

• Food. The shoots from some of the grasses can be used in salads. Many members of the daisy family have an edible starchy root. Some of the plants have edible fruits.

• Medicine. Some plants provide useful remedies for a range of ailments.

• Materials. Implements were made from grassland materials for example ropes, baskets and mats from fibrous grass, holding vessels from tree bark, hunting tools from sticks, etc.

6. In the space below draw a food chain to illustrate:

A. the interaction of animals in the Western Volcanic Plains.

B. the interaction of animals in the African savanna.

Page 10: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

On Safari

The species represented at Werribee Open Range Zoo are from the grasslands of the world. Some of these species are in decline due to the destruction of their grassland habitats.

7. As you move around the site on safari, record in the table below, the species that are threatened by the destruction of habitat. Record the country they are from.

Make a difference!

8. Suggest at least 3 actions that you can take to assist with the conservation of ecosystems such as the grasslands of the Western Volcanic Plains.

Animal Country

Stage 1: At the Zoo

Page 11: Ecosystems Teacher Notes Werribee Open Range Zoo · The Grassland Ecosystem- Teacher Notes Pre-visit Activity and Preparation What is living? Provide students with a variety of objects

The Grassland Ecosystem- Teacher Notes

Melbourne Zoo Healesville Sanctuary Werribee Open Range Zoo Post Office Box 74 Badger Creek Road K Road

Parkville Vic 3052 Healesville, Vic 3777 Werribee, Vic 3030

Ph: 61 3 9285 9355 Ph: 61 3 5957 2819 Ph: 61 3 9731 9600

Fax: 61 3 9285 9340 Fax: 61 3 5957 2873 Fax: 61 3 9731 9644

Experience & Learning is a partnership between

© These sheets may be reproduced for teaching purposes. Permission to reproduce them for other

purposes may be obtained from Experience and Learning at Werribee Open Range Zoo.