Koala Conservation Education Program · 2019. 6. 23. · Koala Education Program 5 Species protection Koalas are protected under federal, state and local legislation and policy. Federally,

Koala Conservation Education Program

Year 7 teacher guide

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3Koala Education Program

Curriculum links Year 7 Science

Strand:

Science understanding

Description/activity:

Biological sciences Pre-incursion Phases 1 & 2; Incursion; Post-incursion

ACSSU111

ACSSU112

Cross-curricular links/opportunities:Various opportunities for English, Technology, Mathematics, Humanities and the Arts throughout

Strand:

Science as a human endeavour

Description/activity:

Nature and development of Science Pre-incursion Phase 2

ACSHE223

Use and influence of science Pre-incursion Phases 1 & 2; Incursion; Post-incursion

ACSHE120

Strand:

Science inquiry skills

Description/related activity:

Questioning and predicting Pre-incursion phases 1 & 2

ACSIS124

Planning and conducting Incursion

ACSIS125

ACSIS126

Processing and analysing data and information Post-incursion

ACSIS129

ACSIS130

Evaluating Post-incursion

ACSIS131

ACSIS132

Communicating Post-incursion

ACSIS071

Koala Conservation Education Program

Year 7 teacher guide

Purpose and overviewThe purpose of this guide is to give teachers an overview of the Koala Conservation Education Program and to highlight the relevant Australian Curriculum links so that teachers can identify where it is placed within the curriculum.

The Koala Conservation Education Program aims to provide opportunity for local school students to develop their knowledge and understanding of koalas and their habitat as well as the current threats and conservation measures affecting the species.

Key concepts• Koalas are a significant part of Australia’s fauna and are listed as

a vulnerable species by Queensland State Government and by Federal Government in NSW, ACT and QLD.

• Key koala population areas on the Gold Coast include Elanora and Currumbin Waters, East Coomera, Burleigh Ridge and throughout the hinterland.

• The koala population in South East Queensland is declining.

• Certain processes in our urban environment pose a threat to the long-term survival of koalas.

• There are particular conservation measures in place and each member of the community can contribute towards implementing these measures.

Curriculum linksThe activities included within this pack are designed to provide an opportunity for students to engage with issues relating to koala conservation in a manner which aligns with the Australian Curriculum Year 7 achievement standard for Science.

The included Curriculum Links table provides a more thorough breakdown of these links.

Scientific language (ACSIS133)This teacher guide provides a list of scientific terms on page 13 that can be focussed on within lessons. Teachers may choose to extend their focus on scientific vocabulary at their discretion.

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HistorySince European settlement more than fifty percent of Eucalyptus dominated forests, koala’s primary habitat, has been cleared for agricultural use and timber supply. Koalas were hunted for their fur in the late nineteenth and early twentieth century which resulted in the death of millions of the species along the east coast of Australia. The combination of habitat destruction, hunting and disease resulted in the significant decline of the koala population. In response to this decline the Commonwealth Government passed legislation in the early 1900s which put a halt on trade permits for the national export of koala fur.

Biology/Ecology of koalas

Phylum Chordata

Class Mammalia

Family Phascolarctidae

Genus Phascolarctos

Species cinereus

The koala (Phascolarctos cinereus) is one of Australia’s largest arboreal (tree-dwelling) marsupials. They have muscular bodies, very strong forelimbs and soft, textured gripping pads on their paws to help them climb and grip. Koalas are mainly restricted to the eucalypt forests and woodlands of eastern and southern Australia. They are obligate folivores, meaning they survive only on a diet of leaves. They are nocturnal, with most of their activity occurring between dusk and dawn. Koalas can spend 18-20 hours a day resting due to the low energy content of Eucalyptus leaves. In South East Queensland adult koalas can grow to 70cm in length from head to rump. The average female weighs from 5 to 7kg, with males generally having a larger size at around 10kg. The front paws have two fingers (or thumbs) that oppose the other three, each with long, sharp claws. The hind paws have an opposable big toe, which lacks a claw, unlike the other four digits. The second and third toes are fused together to form syndactylus grooming claws. Koalas usually only have one joey per breeding season, with a gestation period of 30-35 days. At birth, koala joeys are blind and furless and about the size of a jelly bean (2 or 3cm). The young spend the first six or seven months in the safety of the mother’s pouch and then ride on her back and continue to suckle milk until around 12 months of age. Koalas generally live for 10-14 years in the wild.

Koala conservation


Species protectionKoalas are protected under federal, state and local legislation and policy.

Federally, koala populations in NSW, ACT, and QLD have been listed as vulnerable since May 2012 under the Environmental Protection and Biodiversity Conservation Act 1999. Another key piece of federal policy relating to koalas is the National Koala Conservation Plan and Management Strategy 2009-2014.

In Queensland koalas are listed in the vulnerable category under State environmental legislation (Nature Conservation Act 1992). State policy includes the Nature Conservation (Koala) Conservation Plan 2006 and Management Program 2006-2016, Queensland State Planning Policy July 2014, Environmental Offsets Act 2014 and, Regional Vegetation Management Code and Essential Koala Habitat Mapping.

Locally the City employs the Nature Conservation Strategy 2009-2019, Environmental Significance Overlay Code and Local Law 6 Vegetation Management. The City has developed Koala Conservation Plans for Elanora-Currumbin Waters, East Coomera and Burleigh Ridge.

Locality, abundance and distributionKoalas are widely distributed across eastern Australia, from far north east Queensland to the Eyre Peninsula in South Australia, extending inland to the Brigalow Belt and Mulga Lands of central Queensland through to the tablelands and western slopes and plains of New South Wales. South East Queensland supports some of the highest numbers of koalas within their range on the mainland, making the area one of national importance for koala conservation. Koalas inhabit a range of arid, temperate, sub-temperate and tropical vegetation areas, and woodlands with a dominance of Eucalyptus species.

Preferred koala food trees on the Gold Coast include: grey gum E. propinqua, tallowwood E. microcorys, forest red gum E. tereticornis and swamp mahogany E. robusta.

Koalas will often use other types of trees for supplementary food sources, thermoregulation, dispersal or shelter. These trees are equally important to the quality of habitat and include brush box Lophostemon confertus, forest oak Allocasuarina torulosa and pink bloodwood Corymbia intermedia.

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Threatening processesThe main threats facing koalas within the Gold Coast area include habitat loss and fragmentation, bushfire, road trauma, domestic dogs, disease, and introduced species.

Habitat loss:

Vegetation/habitat loss and fragmentation is recognised as a major factor in koala population decline nationally. This can result from direct land clearing, removal of significant habitat trees and habitat disturbance from fire and introduced species. Habitat quality is important to local koala populations. This quality is determined by the type, size and health of preferred food trees, soil nutrients, level of habitat disturbance as well as total habitat area shape and size.

Bushfire:

In the event of a fire koalas are under significant threat due to their tendency to seek protection at the top of a tree rather than flee the fire. Further, Eucalyptus trees present a medium to high fire danger.

Fires also present a danger because it can reduce the availability of food resources.

Road trauma:

Koala vehicle mortalities and injuries caused by vehicle strike is one of the most common reasons for koala rescues on the Gold Coast. Wildlife hospital records show that almost 300 koalas are killed on roads in South East Queensland annually - the actual unreported rate is expected to be far greater. The fatality rate from vehicle strike is 85%. Factors that influence the chance of road trauma for koalas include traffic speed, features of the roadside environment (e.g. the amount of clearance between the roads edge and adjacent trees, width of gravel shoulders, presence of roadside drains, height of roadside vegetation, amount of roadside lighting, etc), frequency of corners and level of habitat disturbance in adjacent areas.

Population declineKoala populations in Queensland have been declining for many decades. The population in South East Queensland is under pressure due to habitat loss and other threatening processes.


Domestic dogs:

Injury and trauma caused by domestic dogs is the third most common reason for koala rescues behind chlamydia and vehicle strike. Koalas utilise vegetation resources on private property, placing them in harm’s way when an unconfined dog is on the property. The majority of dog attacks occur within the dog’s own backyard. Lack of vegetation in a yard and fencing which is difficult to climb from the inside increases the risk of koala entrapment.

Disease:

Chlamydia is recognised as the leading factor in koala mortality and has a high incidence among the Gold Coast population. This common bacterial infection can cause a variety of clinical symptoms including conjunctivitis that can lead to blindness, urogenital infections, reproductive disease leading to infertility and respiratory infections that can lead to pneumonia in some cases.

Introduced species:

Habitat clearing and fragmentation requires koalas to spend more time on the ground, placing them at increased risk from predation. Introduced species that present such risk include wild dogs, foxes and cats.

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City conservation measuresThe City has several measures in place as part of their Koala Conservation Plans, including:

Vehicle strike mitigation measures:

• koala awareness road signage and road treatments

• community education on koala crossing and vehicle strike ‘hot spot’ locations

• investigation of koala friendly road design.

Habitat restoration and conservation:

• monitoring koala habitat vegetation health

• koala habitat restoration and management

• community koala food tree planting days

• promoting Conservation Partnership Programs for private properties that contain koala habitat

• monitoring of habitat loss and fragmentation.

Koala welfare:

• koala population surveys to monitor abundance, distribution and health of the population

• full health assessments for those koalas admitted to Currumbin Wildlife Hospital from the study areas.

Population research/monitoring:

• research relating to koala population, abundance, distribution, and main threats to long term survival

• mapping of population viability in the local area.

Responsible pet ownership:

• community education and awareness of responsible dog ownership

• education signage installed in dog parks and City reserves

• enforcement of animal management legislation for roaming dogs.

Bushfire:

• bushfire management and hazard reduction plans include a special set of measurements that are put in place in mapped koala areas.

Pest animal management:

• formation of a Wild Dog Management Plan for City managed reserve areas

• monitoring of wild dog and fox presence and abundance in local reserve areas

• management by baiting programs, trapping and ranger patrols.


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Koala safety and movement solution

Design specification Additional supporting information

2. Choose materials such as timber posts or chain wire that a koala can easily grip and climb (Figure 4).

Figure 4. Koala-friendly fencing

Incorporate koala-friendly additions to fencingOption CBuild the fence to incorporate existing vegetation or trees (Figure 5).


Incorporate structures or designs in association with fencing material that provide a means for koalas to climb over fences, retaining walls or other structures.

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Figure 8. Koala-friendly fencing additions

Additional requirements for options C to GIf installing koala-friendly fencing additions as described under options (c) to (g) they should be used at the following frequencies:1. At least once within a backyard to allow animals to exit a property.2. At least once every 50 m where the length of the impassable barrier or fencing is greater than 200 m.

Koala exclusion fencingOption HInstall fencing material that is unclimbable such as brick (Figure 9), metal sheeting (Figure 10), perspex or timber fencing without gaps between palings.

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Option BAllow koalas to easily climb over a fence:1. Use rails or slats that have spaces of at least 10 mm between vertical slats and 20 mm between horizontal

rails that koalas can climb (Figure 2 and Figure 3).



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Figure 7. Koala-friendly fencing additions

Option FInstall ladders of the following dimensions and design:1. Ladder rungs are timber and at least 300 mm in width, 50–100 mm in height and a minimum of 20 mm in

depth to provide grip for koalas 2. Rungs are spaced horizontally with a 150–300 mm gap between rungs for ease of climbing.3. Attachment material is webbed or latticed to provide additional footholds for koalas.

Option GInstall a simple koala bridge (particularly suited to security fences) using timber logs of at least 125 mm in diameter of the following design (Figure 8):1. Timber logs are positioned adjacent to and within 1 m of each other on either side of the fence and extend

for at least 1m above the fence.2. A cross piece of similar diameter to the logs connects the two vertical timber posts that are within 1–4 m of

each other on either side of the fence.

Ladder rungs need to be solid and firmly attached to the structure.

Participation in koala conservationWe can work to keep koalas safe in our everyday lives by:

Driving safely in koala areas, particularly between dusk and dawn

Drivers should slow down and be alert to the presence of koalas in the area. Call the local wildlife care and rescue group if you see an injured koala on or beside the road.

Being a responsible dog owner

Even if your dog is very friendly, they may try to protect their territory when a strange animal enters their yard. You can ensure the koala’s safe passage through your yard by keeping your dog confined at night, either inside the house, on a veranda or patio, in a garage or carport, on a long lead or in a specially built run. If these options aren’t possible, restricting koala access to your yard may be the safest option.

Creating a koala friendly back yard

Install koala friendly fencing or alter existing fencing to allow koalas a safe route out of your yard or exclude their entry, plant and maintain koala food and shelter trees, add a thick rope to your pool so koalas can climb out if they fall in, and keep dogs confined at night time.

Examples of koala friendly fencing:

Reporting koala sightings, noting whether the koala is healthy, sick or injured.

Reporting koala sightings is important to help researchers collect data on their distribution and movements. Reporting koalas that are sick or injured can assist with early intervention and treatment.

Joining the City’s Koala Friends Program

This program provides interested community members with all the information they need to help conserve koalas in their backyard, as well as providing opportunity to join in community conservation events.

State of Queensland (Department of Environment and Heritage Protection) 2012. Koala-sensitive Design Guideline: A guide to koala-sensitive design measures for planning and development activities.

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Koala survey and habitat identification methodsSurvey methodsScientists can use a variety of techniques for sampling areas for the presence of koalas. Some of these methods include transect surveys, random sampling and the Spot Assessment Technique (SAT) (Phillips and Callaghan, 2011). The SAT method is an indirect method which involves surveying for koalas by identifying the absence or presence of scats (koala poo). Direct methods include those that involve actual sightings of the species, such as during stript transects. For the purpose of the work within this pack students will be involved in a simple direct method of recording any sightings of koalas as well as the indirect SAT method. To look for koalas during the incursion students can walk slowly through the habitat within the school grounds, scanning the trees and looking for koala markings on the trunks. Teachers may choose to employ the SAT method in its true form by following the guidelines for this technique or may simply have students look for, identify and record koala scats within 1m of the base of food trees within the habitat.

The SAT methodology can be found in the Reference section of this teacher guide.

Food tree identificationTeachers can utilise preferred habitat and food tree identification fact sheets included in the Incursion Resource section and Additional information section to identify koala habitat within the school grounds.

Students can collect flowers, bark and leaves as they investigate and identify food trees.

Food tree healthHabitat loss contributes to the loss of the species; therefore, preserving koala food trees is an important aspect of koala conservation. The health of food trees can be monitored and assessed by:

• estimating the percentage of dead branches on the tree

• the percentage of heavy browsing of foliage by sugar gliders, possums and/or insects (refer to ‘Identifying insect damage’ link in the Incursion Resource section)

• by looking for fresh growth on the trees, as well as leaves which look like they have big ‘bites’ out of them, or unusual lines or damage to the leaf surface or underside

• estimating the amount of healthy foliage cover (see Appendix 1 for guide)

Koala scratch markings on a tree

A scientist scans the trees for koalas

Performing a scat search


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Introduce the focus of the lesson and provide the hierarchical classification of koalas found on page 4. Students record this classification.

Instruct students to record what they know as it applies to Question 1 and 2 above.

Resources providedKoala hierarchical classification on page 4.

Resources requiredExercise books, journal or digital platform to record what they know.

Watch one of the following clips ‘Calling for Conservation’ or ‘Red list koalas’.

Have students take notes during the clip.

After the clip students work in pairs to compare notes and add any additional information noted by their peer.

Instruct students to work in pairs to develop specific questions that relate to the overarching question (Q.3), What do we know and what do we want to know about koala activity within our school and home environment?

Students record questions.

Activating

Resources provided‘Red list koalas: Orphaned baby koalas get a trip to the vet’ Video clip (2:00 minutes) http://www.bbc.co.uk/programmes/p00kdg25

Calling for Conservation’ a clip about koala conservation by a biodiversity student (16:45 minutes) www.youtube.com/watch?v=_QtHDYrmvcI

Resources requiredInstrument for recording questions

Introducing

Curriculum links:ACSSU111: There are differences within and between groups of organisms; classification helps organise this diversity.

ACSSU112: Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions.

ACSHE120: Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations.

ACSIS124: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge

Pre-incursion

Inquire – Phase 1During this phase students will identify what they know and want to know about koalas and koala conservation (Q.1 & Q.2). Students will develop specific questions to be investigated based on the final overarching question below (Q.3).

Q.1 What do we know and what do we want to know about koalas and koala conservation?

Q.2 What do we know and what do we want to know about koalas within our area?

Q.3 What do we know and what do we want to know about koala activity within our school and home environment?

Students will identify what they already know about koalas and koala conservation. They will view a video clip to focus and extend their knowledge, taking note of relevant facts and information. They will work collaboratively to discuss and extend upon their personal learning. Finally, students will work in pairs to develop inquiry questions relating to koala activity and conservation within their school and home environments.

http://www.bbc.co.uk/programmes/p00kdg25

http://www.youtube.com/watch?v=_QtHDYrmvcI


Concluding

Extending learning outside the classroom

Teachers may choose to assign a homework task whereby students use a curation tool to compile information relevant to their investigation. Teachers may explore the use of digital curation tools or more traditional methods of collating sources.

Review noted information as a group and discuss some of the questions that students have developed.

Resources requiredNotes as recorded by students during the clip

These terms may provide a focus for vocabulary studies at teacher discretion. This aligns with ACELA1498: vocabulary for research.

Eucalyptus

arboreal

habitat

species

arboreal

marsupials

obligate

folivores

nocturnal

joey

vulnerable

threatened

mainland

conservation

inhabit

vegetation

threats

predation

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Students review the inquiry questions developed in Phase 1. Watch the City of Gold Coast Elanora—Currumbin Waters Koala Conservation Project clip.

Students take notes during the clip, paying particular attention to the methods used to sample the koala population within the area.

Present selected koala ecology, survey methods and habitat identification resources from the ‘Resources provided’ box. Students can also search koala habitat maps to identify koala habitat locations.

Students work with their partner to determine which method of investigation within the above-mentioned material may best help them to answer one, all or some of their questions.

Students plan an investigation that utilises one of the methods discussed to answer one of their questions.

Activating

Resources requiredNote taking tools

Computer or digital device to access koala habitat maps

Resources providedCity of Gold Coast Koala Conservation Project video (4:33 minutes) http://www.goldcoast.qld.gov.au/elanora-currumbin-waters-koala-conservation-project-6488.html

About koalas (life cycle, habitat and food, landscape ecology) http://www.goldcoast.qld.gov.au/environment/about-koalas-4047.html

Department of Environment and Heritage Protection (QLD) (includes koala call sound clip) www.ehp.qld.gov.au/wildlife/koalas/koala-ecology.html

Australian Koala Foundation: Koala Sightings and habitat map. https://www.savethekoala.com/koala-map Select ‘Let’s get started’, on tool bar select find address, enter school or home address, click on koala habitat, select koala habitat atlas option, check key at bottom of page to identify koala habitat.

Koala survey and habitat identification methods (Page 10 of Teachers guide)

‘What scat is that?’ This article discusses different animal scats and contains pictures and tips for identifying koala scats.www.abc.net.au/science/articles/2004/09/26/2044094.htm

Koala food and habitat tree species fact sheets (links located in the Additional information section)

Introducing

Curriculum links:Students will take an inquiry approach to identify what they know and what they want to know about koala conservation. This inquiry will be framed by three main questions, ‘Why are koalas protected?’ ‘What are the threats?’ and ‘What can I do about it?’ Students will use the resources provided to answer these questions. Teachers will use the resources provided to facilitate discussion around the ‘vulnerable status,’ population decline, threatening processes and conservation measures. Students design a koala conservation awareness project.

ACSSU112: Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions.


ACSHE223: Science knowledge can develop through collaboration and connecting ideas across the disciplines of science.

ACSIS124: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge.

Pre-incursion

Inquire – Phase 2Students plan investigations to answer the questions that they posed in Phase 1. They watch a short clip that addresses sampling methods employed by local scientists and view material to gain further understanding of sampling methods and food tree identification.

http://www.goldcoast.qld.gov.au/elanora-currumbin-waters-koala-conservation-project-6488.html


http://www.goldcoast.qld.gov.au/environment/about-koalas-4047.html

http://www.goldcoast.qld.gov.au/environment/about-koalas-4047.html

http://www.ehp.qld.gov.au/wildlife/koalas/koala-ecology.html


https://www.savethekoala.com/koala-map

http://www.abc.net.au/science/articles/2004/09/26/2044094.htm

http://www.abc.net.au/science/articles/2004/09/26/2044094.htm


Concluding


Students further investigate sampling methods and food tree identification. If a curation collection has already been established, students can add this information to their collection.

Review the Koala survey and habitat identification methods used by scientists to sample the koala population (P10).

Pair groups share their inquiry question with the class group and discuss methods that they may use to investigate their question.

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Briefly review Phase 1 and 2 and introduce the incursion.

Discuss the incursion worksheet and procedures.

Students work in their pairs to work through the incursion worksheet.

Activating

Resources providedIncursion worksheet – Appendix 2

Copy of koala food and habitat tree identification fact sheets (found in Additional information section)

Identifying insect damage – Healthy hardwoods: a field guide to pests, diseases and nutritional disorders in subtropical hardwoods, Forest & Wood Products Australia. http://era.daf.qld.gov.au/2039/1/Healthy%20hardwoods%20updated%20July%202015.pdf

Resources requiredClipboards

Pencils

Highlighter or coloured pens

Digital camera for recording data

Bags for collecting koala tree material (optional)

Binoculars (optional)

Introducing

Curriculum links:ACSIS125: Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed.

ACSIS126: In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task.

Incursion

Investigate Students use the methods identified in Phase 2 to check for evidence of koala activity and habitat health within their school grounds. They also identify koala food trees and potential threats to koala survival within the area.

Teachers should prepare for this activity by identifying koala food trees within the school grounds so as to point students in the right direction during the activity.

Students may need gloves when looking for scats and should be advised not to touch animal waste product without gloves.

http://era.daf.qld.gov.au/2039/1/Healthy%20hardwoods%20updated%20July%202015.pdf



Concluding


Students may investigate their home environment for evidence of koalas, food trees and food tree health and potential threats to the koala population.

Pack up and briefly revise findings.

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Briefly discuss the incursion activities and initial impressions from the data gathered.

As a group compile the gathered data, recording quantities of food trees, presence of koalas, presence of scats, main threats and information regarding food tree health.

Identify patterns and inconsistencies within the group’s data.

Evaluate the data collection methods and information received.

Discuss what this information can tell us and how we may use it to make positive changes in regards to koala conservation within the school community.

Present the data and record the evidence.

Students work in their pairs to decipher whether or not this investigation answered any of their questions from the pre-incursion lessons and suggest ways in which these questions could be answered or explored further.

Activating

Resources requiredThe means for presenting the data is at teacher discretion. Data can be presented digitally or by more traditional means. This is an opportunity for students to employ mathematical skills and be creative. Presenting data may encompass technology and the arts and need not be restricted to pen and paper.

Resources providedIncursion worksheet – completed

Resources requiredDigital photographs from incursion (optional)

Koala tree vegetation samples collected during incursion

Introducing

Curriculum links:ACSSU112: Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions.


ACSIS124: Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge.

ACSIS129: Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate.

ACSIS130: Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions.

ACSIS131: Reflect on the method used to investigate a question or solve a problem, including evaluating the quality of data collected, and identify improvements to the method.

ACSIS132: Use scientific knowledge and findings from investigations to evaluate claims.

ACSIS133: Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate.

Post incursion

Analyse and evaluateStudents will analyse, evaluate and present their findings from the incursion.


Concluding


Students investigate the question posed at the end of the lesson and record any information that they retrieve that may apply to this question. Students record the source of this information.

Pack up and briefly revise findings.

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Review data as presented in the previous lesson

Watch the City of Gold Coast Elanora—Currumbin Waters Koala Conservation Project clip again and refer to student notes regarding conservation measures for the City of Gold Coast.

Present or provide a copy of the City of Gold Coast Koala Conservation Measures as outlined in this guide. Students may also be provided with the Koala Conservation Plans for Elanora-Currumbin Waters, East Coomera and/or Burleigh Ridge.

Report any koalas sighted during the incursion to the City of Gold Coast using the online koala sightings reporting form.

Resources providedCity of Gold Coast Koala Conservation Project video http://www.goldcoast.qld.gov.au/elanora-currumbin-waters-koala-conservation-project-6488.html

City of Gold Coast: Koala conservation measures (P.8 of Teachers guide)

City of Gold Coast Koala Conservation Plan for Burleigh Ridge 2015. Available at: http://www.goldcoast.qld.gov.au/documents/bf/koala-conservation-plan-burleigh-ridge.pdf

City of Gold Coast Koala Conservation Plan for East Coomera 2014. Available at: http://www.goldcoast.qld.gov.au/documents/bf/koala-conservation-plan-east-coomera.pdf

City of Gold Coast Koala Conservation Plan for Elanora-Currumbin Waters 2013. Available at: http://www.goldcoast.qld.gov.au/documents/dct/koala-conservation-plan-elanora-currumbin.pdf

City of Gold Coast: Online koala sightings reporting form http://www.gchaveyoursay.com.au/koalas/survey_tools/reportakoala

Resources requiredData from previous lesson

Student notes from Phase 2

Introducing

Curriculum links:ACSIS133: Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate.


ConsolidateStudents will review their learning throughout this study and demonstrate their knowledge of local conservation practices by developing a school community koala conservation guide.



http://www.goldcoast.qld.gov.au/documents/bf/koala-conservation-plan-burleigh-ridge.pdf


http://www.goldcoast.qld.gov.au/documents/dct/koala-conservation-plan-elanora-currumbin.pdf



http://www.gchaveyoursay.com.au/koalas/survey_tools/reportakoala

http://www.gchaveyoursay.com.au/koalas/survey_tools/reportakoala


Have students work in pairs to identify how these measures may apply to their school community given the data collected throughout the investigation.

As a group discuss and identify those areas that the investigation data pinpointed as relevant to koalas in the school area.

Students work in small groups or pairs to plan and develop a brief koala conservation guide for the school community.

Activating

Resources requiredData from the incursion

Conservation guides may take whatever form is most appropriate for the particular school setting. This is another opportunity for students to be creative and utilise a variety of skills.

Extending upon learning

Teachers may choose to have students carry out the investigations planned in Phase 2.

Resources providedTo register for Koala Friends http://www.gchaveyoursay.com.au/koalas/survey_tools/koalafriendsregistration

Resources requiredStudent conservation guides

Concluding

Discuss and plan how students can present and distribute their guides to the school community.

Provide students with information for signing up for the Koala Friends Program.

Future directionsSchools may like to participate in koala conservation by planting and tending to koala food trees within the school grounds. Contact City of Gold Coast Natural Areas Management Unit for information http://www.goldcoast.qld.gov.au/community/community-planting-days-24527.html or call 1300 GOLDCOAST.

Provide opportunities for students to share what they have learnt, including their school conservation plans. The koala team at City of Gold Coast would love to see what your school has done so please forward your completed plans to [email protected].

http://www.gchaveyoursay.com.au/koalas/survey_tools/koalafriendsregistration

http://www.gchaveyoursay.com.au/koalas/survey_tools/koalafriendsregistration

http://www.goldcoast.qld.gov.au/community/community-planting-days-24527.html

http://www.goldcoast.qld.gov.au/community/community-planting-days-24527.html

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Reference listAustralian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Science Understanding, Biological Science. Available at: http://v7-5.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level7

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Science As a Human Endeavour, Use and influence of Science. Available at: http://v7-5.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level7

Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Science As a Human Endeavour, Science inquiry skills. Available at: http://v7-5.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level7

Australian Government Department of the Environment (1999) Environment Protection and Biodiversity Conservation Act 1999. Available at: https://www.environment.gov.au/epbc

Carnegie AJ, Lawson SA, Smith TE, Pegg GS, Stone C, McDonald JM, (2008) Healthy hardwoods: a field guide to pests, diseases and nutritional disorders in subtropical hardwoods, Forest & Wood Products Australia, Victoria. Available at: http://era.daf.qld.gov.au/2039/1/Healthy%20hardwoods%20updated%20July%202015.pdf

City of Gold Coast (2015) Koala Conservation Plan for Burleigh Ridge. Available at: http://www.goldcoast.qld.gov.au/documents/bf/koala-conservation-plan-burleigh-ridge.pdf

City of Gold Coast (2014) Koala Conservation Plan for East Coomera. Available at: http://www.goldcoast.qld.gov.au/documents/bf/koala-conservation-plan-east-coomera.pdf

City of Gold Coast (2013) Koala Conservation Plan for Elanora-Currumbin Waters. Available at: http://www.goldcoast.qld.gov.au/documents/dct/koala-conservation-plan-elanora-currumbin.pdf

City of Gold Coast Local Law No 6 (Vegetation Management). Available at: http://www.goldcoast.qld.gov.au/documents/ll/06_-_Local_Law_No._6_(Vegetation_Management).pdf

Department of Environment and Heritage Protection (2012) Koala-sensitive Design Guideline: A guide to koala-sensitive design measures for planning and development activities November 2012. Available at: http://www.ehp.qld.gov.au/wildlife/koalas/legislation/pdf/koala-sensitive-design-guideline.pdf

Department of Environment and Heritage Protection South East Queensland Koala Conservation State Planning Regulatory Provisions (SPRP) koala habitat values maps. Available at: http://www.ehp.qld.gov.au/wildlife/koalas/mapping/

Department of State Development, Infrastructure and Planning (2014) State Planning Policy July 2014. Available at: http://www.dilgp.qld.gov.au/resources/policy/state-planning/state-planning-policy-jul-2014.pdf

Department of Sustainability and Environment (2004) Vegetation Quality Assessment Manual–Guidelines for applying the habitat hectares scoring method. Version 1.3. Victorian Government Available at: http://www.depi.vic.gov.au/__data/assets/pdf_file/0009/228771/VQAM-V1_3-Chapters-1-11.pdf

Gold Coast City Council (2009) Nature Conservation Strategy 2009 – 2019. Available at: http://www.goldcoast.qld.gov.au/documents/bf/nature_conservation_strategy_.pdf

Moreton Bay Regional Council 2010. A key to identifying local gum trees. Available at: https://www.moretonbay.qld.gov.au/uploadedFiles/common/forms/environment/Gumtree-Identification-Booklet.pdf

Natural Resource Management Ministerial Council (2009)

National Koala Conservation and Management Strategy 2009–2014

Department of the Environment, Water, Heritage and the Arts, Canberra.

Available at: http://www.environment.gov.au/system/files/resources/165139fc-3ab5-4c96-8b15-d11a1ad882ab/files/koala-strategy.pdf

Phillips, S. and Callaghan, J. (2011). The Spot Assessment Technique: a tool for determining localised levels of habitat use by Koalas Phascolarctos cinereus. Australian Zoologist 35(3):774-780. Available at: http://www.biolink.com.au/sites/www.biolink.com.au/files/publications/Phillips%20%26%20Callaghan.pdf

http://v7-5.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level7



https://www.environment.gov.au/epbc



http://www.goldcoast.qld.gov.au/documents/bf/koala-conservation-plan-east-coomera.pdf


http://www.goldcoast.qld.gov.au/documents/ll/06_-_Local_Law_No._6_(Vegetation_Management).pdf

http://www.ehp.qld.gov.au/wildlife/koalas/legislation/pdf/koala-sensitive-design-guideline.pdf

http://www.ehp.qld.gov.au/wildlife/koalas/legislation/pdf/koala-sensitive-design-guideline.pdf

http://www.ehp.qld.gov.au/wildlife/koalas/mapping/

http://www.dilgp.qld.gov.au/resources/policy/state-planning/state-planning-policy-jul-2014.pdf

http://www.depi.vic.gov.au/__data/assets/pdf_file/0009/228771/VQAM-V1_3-Chapters-1-11.pdf

http://www.goldcoast.qld.gov.au/documents/bf/nature_conservation_strategy_.pdf

https://www.moretonbay.qld.gov.au/uploadedFiles/common/forms/environment/Gumtree-Identification-Booklet.pdf

http://www.environment.gov.au/system/files/resources/165139fc-3ab5-4c96-8b15-d11a1ad882ab/files/koala-strategy.pdf

http://www.biolink.com.au/sites/www.biolink.com.au/files/publications/Phillips%20%26%20Callaghan.pdf


Queensland Government(2014) Environmental Offsets Act 2014. Available at: https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/E/EnvironOffsetsA14.pdf

Queensland Government (1992) Nature Conservation Act, 1992. Available at: https://www.legislation.qld.gov.au/legisltn/current/n/naturecona92.pdf

Queensland Government (2006) Nature Conservation (Koala) Conservation Plan 2006 and Management Program 2006-2016. Available at: http://www.uq.edu.au/krn/QLD_KoalaConservationPlan.pdf

Additional informationAustralian Koala Foundation: Koala Sightings and habitat map. Available at: https://www.savethekoala.com/koala-map

Australian Koala Foundation: Life cycle of a koala. Available at: https://www.savethekoala.com/about-koalas/life-koala

City of Gold Coast Koala Conservation Fact sheets Available at http://www.goldcoast.qld.gov.au/koala-conservation-brochures-fact-sheets-4504.html

City of Gold Coast Council website links to koala literature. Available at: www.goldcoast.qld.gov.au/environment/koala-literature-4056.html

Department of Environment and Heritage Protection (Queensland): Koala Ecology Available at: http://www.ehp.qld.gov.au/wildlife/koalas/koala-ecology.html

EPBC Act referral guidelines for the vulnerable listing of koalas federally Available at: http://www.environment.gov.au/biodiversity/threatened/publications/epbc-act-referral-guidelines-vulnerable-koala

Help identifying and searching for locations of plants and animals (including koalas) on the Gold Coast. Available at: www.goldcoastflorafauna.com.au

Koala food and habitat tree identification fact sheets:

Tallowwood (E. microcorys) – http://bie.ala.org.au/species/Eucalyptus+microcorys

Small-fruited grey gum (E. propinqua) – http://bie.ala.org.au/species/urn:lsid:biodiversity.org.au:apni.taxon:306264#

Swamp mahogany (E. robusta) – http://bie.ala.org.au/species/Eucalyptus+robusta#

Queensland red gum (E. tereticornis) – http://bie.ala.org.au/species/Eucalyptus+tereticornis

Grey ironbark (E. siderophloia) – http://bie.ala.org.au/species/Eucalyptus+siderophloia

Spotted gum (C. citriodora subsp. variegate) – http://bie.ala.org.au/species/urn:lsid:biodiversity.org.au:apni.taxon:304837

Pink bloodwood (C. intermedia) – http://bie.ala.org.au/species/Corymbia+intermedia

Narrow-leaved ironbark (E. crebra) – http://bie.ala.org.au/species/Eucalyptus+crebra#

Broad-leaved white mahogany (E. carnea) – http://bie.ala.org.au/species/Eucalyptus+carnea#

Red mahogany (E. resinifera) – http://bie.ala.org.au/species/Eucalyptus+resinifera#

Forest oak (Allocasuarina torulosa) – http://bie.ala.org.au/species/Allocasuarina+torulosa

Broad-leaved paperbark (Melaleuca quinquenervia) – http://bie.ala.org.au/species/Melaleuca+quinquenervia

‘Tracks, scats and other traces: A field guide to Australian mammals’ by Barbara Triggs, 1996, Melbourne: Oxford University Press

Wildcare Australia: Planting for wildlife -Trees for koalas Available at: http://www.wildcare.org.au/Documents/Trees_for_koalas.pdf

https://www.legislation.qld.gov.au/LEGISLTN/CURRENT/E/EnvironOffsetsA14.pdf

https://www.legislation.qld.gov.au/legisltn/current/n/naturecona92.pdf

http://www.uq.edu.au/krn/QLD_KoalaConservationPlan.pdf

https://www.savethekoala.com/koala-map

https://www.savethekoala.com/about-koalas/life-koala

http://www.goldcoast.qld.gov.au/koala-conservation-brochures-fact-sheets-4504.html

http://www.goldcoast.qld.gov.au/environment/koala-literature-4056.html


http://www.environment.gov.au/biodiversity/threatened/publications/epbc-act-referral-guidelines-vulnerable-koala

http://www.goldcoastflorafauna.com.au

http://bie.ala.org.au/species/Eucalyptus+microcorys

http://bie.ala.org.au/species/urn:lsid:biodiversity.org.au:apni.taxon:306264

http://bie.ala.org.au/species/Eucalyptus+robusta

http://bie.ala.org.au/species/Eucalyptus+tereticornis

http://bie.ala.org.au/species/Eucalyptus+siderophloia

http://bie.ala.org.au/species/urn:lsid:biodiversity.org.au:apni.taxon:304837

http://bie.ala.org.au/species/Corymbia+intermedia

http://bie.ala.org.au/species/Eucalyptus+crebra

http://bie.ala.org.au/species/Eucalyptus+carnea

http://bie.ala.org.au/species/Eucalyptus+resinifera

http://bie.ala.org.au/species/Allocasuarina+torulosa

http://bie.ala.org.au/species/Melaleuca+quinquenervia

http://www.wildcare.org.au/Documents/Trees_for_koalas.pdf

http://www.goldcoast.qld.gov.au/koala-conservation-brochures-fact-sheets-4504.html

24

Appendix 1Canopy projective foliage cover guide (for canopy trees at various heights and spacing).

Teachers may wish to simplify this guide by categorising cover as either some, none or lots.

Source: DSE (2004) Vegetation Quality Assessment Manual–Guidelines for applying the habitat hectares scoring method. Version 1.3. Victorian Government Department of Sustainability and Environment, Melbourne. (Appendix 4)

Proportion of healthy canopy cover presents: 45%Proportion of healthy canopy cover presents: 100%




P r o p o r t i o n o f h e a l t h y c a n o p y c o v e r p r e s e n t : 1 0 0 % P r o p o r t i o n o f h e a l t h y c a n o p y c o v e r p r e s e n t : 4 5 %

P r o p o r t i o n o f h e a l t h y c a n o p y c o v e r p r e s e n t : 3 0 %























































Food tree species Dead branchesnone = 1some = 2many = 3

Insect browsingnone = 1some = 2many = 3

Foliage coverdense (75-100%) = 1average (30-65%) = 2slight (0-55%) = 3

Health scoregood = 1-3medium = 4-6poor =7-9

Scatch markings

Koala sightings

example

E.microcorys1 1 1 3 = good

Investigating koalas atUse the tables below to record the species of food trees you have identified and to record the health of some of the trees. Give the tree an overall health score based on the number of dead branches, level of insect browsing and foliage cover (see example in table below). Tick the box to indicate whether or not the tree has any koala scratch markings on it.

Food tree health check-up

Appendix 2 – Koala incursion worksheet – Year 7

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

yes

no

no

no

no

no

no

no

no

no

no

no

no

0 1-3 4-6 7-10 >10

Scan the observation area for koala food trees. Approximately how many can you see?

(Circle one answer)

Scat attackOne way that scientists may check for signs of koala activity in an area is to look for koala scats (or poo) within one metre of the base of a food tree. Look at the trees you have listed above and check for scats within one metre of the base of the tree. If you identify koala scats around a tree use a highlighter or coloured pen to circle or highlight that tree in the table above. Do not use your hands to pick up animal droppings.

Note: Collect evidence of your investigation by taking photographs of sighted koalas, various food trees, scratch markings, leaves and scats. You may also like to collect samples of leaves.

Koala scatsKoala scratch marks

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In the space below draw a diagram of the observation area. Include koala food trees, any identified koalas, scats and/or scratch markings. Draw arrows with labels that point in the direction of a threat.

Koala threatsSome of the main threats to koalas on the Gold Coast are tree clearing, being injured or killed by vehicles on the road and being injured or killed by dogs and feral animals.

What can you see around your school that may pose a threat to koalas? Look at trees, roads and fencing and neighbours’ dogs and fencing. Name and describe some of the threats and their location below.

Pack prepared by Elizabeth Galo Education Consultant

For more informationP 1300 GOLDCOAST (1300 465 326) W cityofgoldcoast.com.au

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http://cityofgoldcoast.com.au