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TRANSCRIPT
Designed in conjunction with ACARA curriculum 2016-17
Education Worksheets
Early Stage One
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Foreword
For over 40 years, Featherdale Wildlife Park has been welcoming visitors and
introducing them to the incredible fauna of Australia.
Featherdale has come a long way from its humble beginnings as a small
poultry and plant nursery, with a dedicated team of zoo keepers now caring
for over 1,700 individual animals encompassing over 250 different species.
Featherdale is strongly involved in the captive breeding programs of
numerous endangered species including Yellow-footed Rock-wallabies,
Spotted-tailed Quolls, Koalas, Regent Honeyeaters, Plains Wanderer, Bilby
and Woma Pythons.
Featherdale was the first facility in the world to breed White-bellied Sea-
eagles in captivity and second in the world to breed Wedge-tailed Eagles.
Featherdale’s highly successful Koala breeding program has not only been a
significant contribution to knowledge of the species for research and
conservation, but has also resulted in a large, healthy and genetically viable
colony of Koalas at the park.
Featherdale is dedicated to education, having provided a comprehensive
array of education materials for schools since the early 1970s. Each
Education Resource has been specifically designed to meet the current
ACARA Science curriculum as well as integrating key learning areas from
English, Geography and HSIE.
We can cater for any subject matter, so if you have something outside the
square you what to cover with your students, make contact and discuss.
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For the Teacher
General Information
Welcome to Featherdale
Wildlife Park!
Our Wildlife Park is a great place for learning. Our team aims to
support student learning by providing resources to assist classes
to have educational and enjoyable experiences at our park.
These worksheets will provide a range of activities which may be
undertaken by your students during their visit to the park. A map
and suggested order of activities is provided to give a logical circuit
to travel during the visit.
In planning, please consider whether:
You would like your class to regroup for lunch, animal feeds or
exit at the end of your visit. If so, relay times and meeting
places to students and supervisors.
If you have booked a hands-on education lesson, ensure your
students quietly wait outside the ‘Learning Burrow’ 5 minutes
prior to your lesson time and have had the opportunity to use
the bathroom and eat something before entering.
It is our preference that any belongings brought by students
be carried by them on the day, so please bear this in mind
when making preparations.
If your class is not booked for hands on lesson involving an
education officer, we will attempt to meet your class at the
entrance on arrival at the park. At this meeting the group will be
welcomed and given some information about the park to assist
their visit. General behaviour expectations will also be outlined.
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Pre Excursion
Contact Featherdale’s Education team to organise a pre-excursion visit if you
have not visited before. Discuss your needs (VERY IMPORTANT)
Apply to principal or school activities coordinator to run an excursion that
meets curriculum requirements.
Make an excursion booking with Featherdale’s Education team, ensuring that
any special requirements have been discussed.
In the week leading up to the excursion, have students work on the
Pre-excursion worksheets provided by Featherdale.
Motivate students and ensure they understand the purpose of the
excursion and encourage a range of questions during the lesson.
During Your Excursion Enjoy the park activities and animal encounters with your students
Ensure students are supervised at all times and enter the Farmyard and
Kangaroo Country in small groups (no more than 10 at a time).
Encourage observation skills that lead to a higher level of thinking.
Use questioning techniques that stimulate a quest for knowledge.
Please ensure students are calm and respectful of other visitors and the
animals in the park, and do not display any behaviour that may stress the
animals such as yelling or hitting enclosure walls or glass.
After Your Excursion
Discuss the day and if there are further questions please do not hesitate to
email back for a reply. We love to reply and get feedback from schools and
students.
Look at projects to illustrate learning’s on the day. Some options could
include: o Setting up a terrarium in class
o Setting up an aquarium in class
o Building a worm farm or a garden using recycled materials
o Building an animal enclosure out of craft items to reflect needs and wants
(food, shelter, water, enrichment etc)
o Draw up animal signage on a classroom wall reflecting endangered animals,
conservation issues, Australian animals and the like.
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OUTCOMES
A student:
Identifies that the way objects move depends on a variety of
factors STe-6NE
Observes, using their senses, how daily and seasonal changes in
the environment affect them and other living things STe-7NE
Identifies the basic needs of living things STe-8NE
CONTENT
The way objects move depends on a variety of factors, including
their size and shape. (ACSSU005)
Students:
Observe the way a variety of familiar objects move, e.g. sliding,
rolling, spinning and bouncing on the ground
Identify that the way an object moves depends on its size and
shape, e.g. tennis balls and blocks
Daily and seasonal changes in our environment, including the
weather, affect everyday life. (ACSSU004)
Students:
Describe how people respond to familiar changes in their
environment, e.g. day and night and seasonal changes
Identify how plants and animals respond to changes in the
environment, e.g. trees losing their leaves and the thickness of
animals' fur
Living things have basic needs, including food and
water. (ACSSU002)
Students:
Describe what plants and animals, including humans, need to stay
alive and healthy, e.g. food, water and air
Identify the needs of a variety of living things in a range of
situations, e.g. pets at home, plants in the garden or plants and
animals in bushland and/or on farms.
ACARA SYLLABUS
REQUIREMENTS
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OUTCOMES CONTINUED
Based on Bloom’s Taxonomy of learning skills we have prepared a
set of topics to discuss and make learning as colourful and
rewarding as possible back in class. These topics can be discussed
even if the school has not had a lesson.
The Six thinking skills include:
Knowledge
Describe three animals seen on the excursion.
What do these animals need to survive-Food, Shelter etc?
Comprehension
Collect pictures of various animals and their homes. Get students to match
them. How are they similar/different?
Application
Take items from home and craft department and build a home for an animal
(as groups or individual). Show classroom results and what the
home/enclosure represents.
Analysis
Use the built home (re application) and discuss with the class all the
furnishings in it. – Food bowl, shelter, tree, burrow etc. How do they benefit
the animal?
Synthesis
Make a sign for the animal home similar to the signs at FWP. Discuss as a
class. What does it tell us about the animal?
Evaluation
As a class discuss the visit to FWP. What did they like and what could be
better next time? Any questions that need answering can be sent to the team
for reply.
ACARA SYLLABUS
REQUIREMENTS
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What do living things need? Circle the words that living things need to
survive.
WATER
LOLLIES
FOOD
SHELTER
CUPS
AIR
TV
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What are living things? Circle the living things
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Plants are a living thing too! Plants need to eat, drink and breathe just like other living things.
The leaves are used for breathing and catching sunlight so they can
make food, while their stems are like straws to suck up water for
survival. They also use roots to suck water while leaves make food for
survival. Flowers are there to make the plant look beautiful and make
seeds. These seeds when they fall on the ground will grow into other
plants.
Draw a plant with leaves and roots.
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Body Parts
Draw lines to join the body parts to their names.
Wing
Foot
Eye
Beak
Did you know a fruit
bats tongue is longer
than yours!
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What covers my body? Draw a line from the animals to their body
covering
Spines
Fur
Scales
Feathers
Did you know
Echidna’s use their
back feet as combs!
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Big and Small, Short and Tall We measure things every day!
We can measure how tall something is, how heavy, or how fast
something moves.
Measurements are all around us.
Is the emu taller or shorter than you?
Is the little penguin larger or smaller
than you?
What about the shingle back lizard? Is
it bigger or smaller than you?
Did you know that
kangaroos are the size
of a jelly bean when
born!
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Dry Environments Draw as many animals as possible that shelter in
dry environments like the Australian bush.
Look around the park to get some ideas
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Wet Environments Draw as many animals as possible that shelter
in wet environments like the Australian
billabong.
Look around the park to get some ideas
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Home Sweet Home Pythons are snakes, and their shelters include long grass, logs,
water, caves and burrows.
What other homes do you think you could find a snake in?
These shelters keep them safe from predators like eagles, dingoes,
people, large snakes and large lizards.
What would happen if we took their
home away?
Did you know that
snakes have scales,
even on their eyes!
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My home Draw my home in the empty boxes.
Did you know that
Koalas have two
thumbs!
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What does it eat? Draw a line from each animal to the food you think
it likes to eat.
Did you know that gum leaves
are poisonous! Never try to eat
them!
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What does it eat?
Did you know that most
owls like to have their
breakfast at night!
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Climb
Slide
Hop
Swim
Fly
How does it move?
How do these animals move? Draw a line to the
correct word.
Did you know that crocodiles
jump really high in water by
using their tail!
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Most animals have two parents. Some animals are born alive and
usually look like their parents. Other animal mothers lay eggs.
Their babies grow in the egg and after a period of time they hatch.
Draw a line to match each parent to its young.
Growing and Changing
Did you know that a baby
Quokka is called a Joey!
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Lesson Project During, or after the lesson fill in this report about an animal, any
animal. Use park signs if your excursion had no lesson
What am I?
………………………………………………………………………………………………....
Where do I live?
…………………………………………………………………………………………………..
What do I eat?
………………………………………………………………………………………………….
What fun fact do you know about me?
………………………………………………………………………………………………….
Draw me
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Lesson Project During, or after the lesson fill in this report about an animal, any
animal. Use park signs if your excursion had no lesson
What am I?
………………………………………………………………………………………………....
Where do I live?
…………………………………………………………………………………………………..
What do I eat?
…………………………………………………………………………………………………..
What fun fact do you know about me?
………………………………………………………………………………………………….
Draw me
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Lesson Project During, or after the lesson fill in this report about an animal, any
animal. Use park signs if your excursion had no lesson
What am I?
………………………………………………………………………………………………....
Where do I live? What is my shelter?
…………………………………………………………………………………………………..
What do I eat?
………………………………………………………………………………………………….
What fun fact do you know about me?
………………………………………………………………………………………………….
Draw me
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Lesson Project During, or after the lesson fill in this report about an animal, any
animal. Use park signs if your excursion had no lesson
What am I?
………………………………………………………………………………………………....
Where do I live?
…………………………………………………………………………………………………..
What do I eat?
………………………………………………………………………………………………….
What fun fact do you know about me?
………………………………………………………………………………………………….
Draw me
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Thank you for visiting
Featherdale Wildlife Park.
We hope you had a fun day with all the animals and the team!
Draw a picture of your favourite animal at Featherdale.
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Word meanings
Air: What we breathe.
Breathe: Taking in air to live.
Burrow: A large hole underground that is someone’s home.
Camouflage: When an animal becomes invisible in its home or shelter.
Carnivorous: An Animal that eats meat.
Change: When a living thing becomes different.
Eggs: A home for baby animals like lizards, birds, and frogs. It’s hard and protects them
while they are growing inside.
Eucalyptus: A type of Australian tree. Sometimes called a Gum Tree.
Feathers: The body covering of birds.
Food: What an animal eats.
Fur: The body covering of mammals.
Grow: When a living thing increases in size or changes.
Habitat: The home of an animal, where it lives.
Herbivorous: An animal that only eats plants or vegetation.
Living Thing: Is a thing that breathes moves, grows changes, eats and drinks and has
babies.
Marsupial: An animal with a pouch.
Nocturnal: Animal that sleeps during the day and has breakfast at night.
Omnivorous: An animal that eats meat as well as plants
Predator: An animal that hunts another animal.
Prey: An animal that is hunted for food.
Scales: The body covering of lizards, snakes, fish.
Shed: When an animal loses its old body covering for a new one like snakes
Shelter: An area where an animal can stay protected from danger.
Slither: The way a snake or python drags itself on the ground.
Spikes: The hard spines on an echidna.
Venom: What snakes use to kill their food. It’s in their fangs.
Water: What an animal drinks.
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ANSWERS
Page 7
1. Food, water, air, shelter
Page 8
1. Crocodile, Wallaby, penguin and plant.
Page 17
Koala- eucalyptus leaves, Echidna-termites, Tasmanian Devil-potoroo
Page 18 Page 20