Activity 6: Animals
Animals in your Namoi ‘special place’
6A
Introduction
Animals often have specific habitat or food requirements. For example, lizards live under
rocks or logs, and need warm places to bask in the sun. Birds, small mammals and bats often
live in tree hollows or fallen hollow logs. Koalas need specific types of eucalyptus to feed on.
If we know what kind of habitat or food resources an animal requires, then we can predict
and protect those areas where native animals are likely to be found.
‘Habitat assessment’ is an important part of fauna surveys. Many native animals are elusive
because they are nocturnal, camouflaged, reclusive or simply disperse at any sign of
disturbance, such as human activity. Suitable habitat, or tell-tale signs such as nests, scats
(droppings), scratch marks and paw prints are often relied upon to determine their presence.
If habitat assessment or tell-tale signs indicate the presence of a species, targeted surveys can
be completed; for example, visual surveys such as scats and tracks; spotlighting; playback of
animal call sounds; using sound recordings; and targeted trapping.
Aim and outcomes
The main aim of Activity 6 is to identify some of the animals in your site. By the end of this
activity you will:

know more about the animals predicted or likely to be found, including threatened
species

be able to identify the presence of native fauna using scats

understand that animals have different habitat requirements

have undertaken a habitat assessment

understand the importance of preserving habitat for native animals.
Advanced – go spotlighting for native fauna at your ‘special place’. Organise a group and
hire a native fauna expert to go for an evening of spotlighting. No need for expensive and
heavy spotlights – simply purchase a good quality headlamp (such as a Led Lenser) and off
you go.
Useful links:

Frog croaker app: http://www.namoi.cma.nsw.gov.au/147197.html

Koalas record app: http://www.ala.org.au/blogs-news/koalas-stand-up-and-becounted-by-smart-phones/
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Summary of tasks
Timing
Before visiting the
site
(Section 6B)
Task
• Task 6.1 – Animal research
• Task 6.2 – Habitat assessment practice
• Task 6.3 – Class discussion: What to expect on the field trip
• Task 6.4 – Animal database searches (extension activity, optional)
During the visit to
the site
(Section 6C)
• Task 6.5 – Habitat assessment
• Task 6.6 – Scat search
After the visit
(Section 6D)
• Task 6.7 – Class discussion
Estimated time
Use the accompanying Activity 6 – Record sheet to record the results of the tasks, as
appropriate
6B
Tasks to undertake before visiting the site
Task 6.1 – Animal research
Research species of threatened fauna from your Special Place Background information
provided; you can choose birds, mammals or reptiles, but avoid researching birds if you plan
to do Activity 7. Organise the students as individuals or groups to each research three
different animals, so that all animals (or as many as possible) on the list provided are covered.
Ask the students to:
 describe the species, their biology, what they eat, where they live, their habitat and
other ecological features
 find images of the species from the internet (if desired)
 identify the potential impacts and threats to the three animals selected (e.g. fire,
weeds, feral animals, surrounding properties, mining, contamination, clearing,
grazing and so on).
Alternatively (or as an additional exercise within this task), ask students to write and present
a report (verbal or PowerPoint) to the class on one of the endangered animals listed for the
Namoi region. Potential animals include:


mammals: spotted-tailed quoll – a carnivore with potential wide distribution that is
listed as endangered and squirrel glider – a nocturnal nectar feeder
birds: regent honeyeater and bush stone-curlew – once common, now endangered.
Ideas for research include:

internet searches
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
a class discussion to generate potential questions that lead to an assignment
question (e.g. considering the potential broad distribution of the spotted-tailed
quoll, squirrel glider, regent honeyeater or bush stone-curlew, why is the chosen
animal endangered?)

preparing and presenting a report to the class based on the class-generated
question, with the report to include information on habitat, food sources, breeding,
identified threats and recovery plans.
[Research to answer the generated question could include any previous habitat assessments
for vegetation condition, habitat mapping and protecting habitat, and habitat recovery plans.
The field activity for Activities 6 and 7 can be followed up by looking at habitats at the
‘special place’. Continue the thought and discussion on how to gather data that can help to
predict where the animal lives, and how to increase habitat and populations.]
Remind students that they need to acknowledge sources of information, including any images
used.
Suggested starting point links:

Spotted-tailed quoll:
o NSW distribution, habitat and sound recording
http://www.environment.nsw.gov.au/threatenedspeciesapp/profileData.asp
x?id=10207&cmaName=Namoi
o Queensland distribution with good images, including scat and footprints
http://www.wildlife.org.au/wildlife/speciesprofile/mammals/spotted_tailed_
quoll.html

Squirrel glider:
o information and distribution, etc
http://www.environment.nsw.gov.au/threatenedspeciesapp/profile.aspx?id=
10604

Regent honeyeater:
o information and distribution http://www.environment.gov.au/cgibin/sprat/public/publicspecies.pl?taxon_id=82338
o habitat restoration http://regenthoneyeater.org.au/index.php
o general information
http://bird.net.au/bird/index.php?title=Regent_Honeyeater

Bush stone-curlew:
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o information, sound, etc
http://www.environment.nsw.gov.au/threatenedSpeciesApp/profile.aspx?id
=10113

Atlas of NSW Wildlife, BioNet http://www.bionet.nsw.gov.au/ – records of state
plants and animals (state threatened species included)

Protected Matters Search Tool http://www.environment.gov.au/epbc/pmst/ – EPBC
Act (national legislation) records of threatened plants, animals, ecologically
endangered communities and listed threats.
Task 6.2 – Habitat assessment practice
You will need:

two 50 x 20 m plots (see the handout Preparing a plot)

a ruler for measuring branch diameter of fallen trees

a small tape measure (to 1 m) for measuring branch diameter of fallen trees

the Rock, log and hollow habitats datasheet from the Activity 6 – Record sheet

clipboard, extra paper, pencils or pens.
To prepare for the habitat assessment (Task 6.5), students will set up a practice survey plot
within the school grounds. If the students are also doing plant surveys (Activities 3 and 4)
they can do this task using the practice plot set up in Task 3.1 or 4.1. However, if the class is
doing this task as an independent activity, students should set up a practice plot, as outlined in
the handout Preparing a plot. Once the plot is set up, it can be used to trial the habitat
assessment method outlined in Task 6.5, within the school grounds.
Task 6.3 Class discussion: what to expect during the field trip

Question 1: What animals (i.e. birds, reptiles and mammals) do you expect to see
during your field trip, which will be during the daytime?
[The students may suggest many animals; however, the reality is that they might just see
birds, or scats from the common species. For example, nocturnal animals will be sleeping,
migratory birds may not be present or there may simply be a lack of food resources at the
time of your visit. Fauna surveys often have to be specifically designed to fit in with an
animal’s habits, or the animal will be missed.]

Discussion point 1: Using the list provided, discuss the different types of animals
(e.g. reptiles, birds and mammals) listed as threatened for your Namoi ‘special
place’.
[Where do they live, food requirements, etc]
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
Question 2: Using research from Task 6.1, can you suggest why various animals are
threatened?
[There will be many answers to this question. For example, the koala is threatened due to
loss of habitat and destruction of food resources, attack from feral and domestic dogs, and
drowning in dams and backyard pools.]
Task 6.4 – Animal database searches (extension activity, optional)
You will need:

a computer or smart device with the ‘Special place’
kmz file downloaded

an internet connection.
Use your ‘Special place’ kmz file in Google Earth to obtain a latitude and longitude point
within the site to use for database searches. Within Google Earth, the latitude, longitude and
altitude are displayed at the bottom of the image.
There are a number of internet databases that can provide environmental information on birds
found at your ‘special place’. The following is a list of common databases used by
professionals:

Atlas of Living Australia http://biocache.ala.org.au/explore/your-area#35.27412|149.11288000000002|12|ALL_SPECIES – records of plants and animals

Atlas of NSW Wildlife, BioNet http://www.bionet.nsw.gov.au/ – records of state
plants and animals (state threatened species included)

NSW Threatened Species Website
http://www.environment.nsw.gov.au/threatenedspecies/

Protected Matters Search Tool http://www.environment.gov.au/epbc/pmst/ – EPBC
Act (national legislation) records of threatened plants, animals, ecologically
endangered communities, listed threats.
These databases can be searched to obtain various lists of animals expected to be found at the
site (e.g. mammals, reptiles, birds, species listed as threatened at state or national level, and
feral animals).
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6C
Tasks to undertake at the site
Task 6.5 – Habitat assessment
You will need:

a smart device with the ‘Special Place’ kmz file downloaded

two 50 x 20 m plots (see the handout Preparing a plot)

a ruler for measuring branch diameter of fallen trees

a small tape measure (to 1 m) for measuring branch length of fallen trees

the Rock, log and hollow habitats datasheet from the Activity 6 – Record sheet

clipboard, extra paper, pencils or pens.
To assess the available habitat within the 50 × 20 m plots of Transect 1 and 2, use the Rock,
log and hollow habitats datasheet from the Activity 6 – Record sheet to record:

rock sizes

hollows

fallen timber (logs)

fire evidence (by noting whether fallen timber is blackened or charred, and whether
any tree stumps within the quadrat are charred).
Task 6.6 – Scat search
You will need:

the Animals, habitat and scats pictorial guide

the Evidence of native animals/Evidence of feral animals section of the Random
meander observations datasheet (Activity 1, datasheet)

clipboard, extra pages, pencils or pens.
This task can be done on its own, or as part of the random meander (Task 1.5 of Activity 1) .
The random meander is a SLOW walk, looking carefully and quietly as you go. It is easy to
miss things if you go too quickly.
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Search for potential areas of habitat and record signs of animals (fauna); for example, record
scats, scratches and prints that indicate animal activity. Use the Animals, habitat and scats
pictorial guide to help identify the group of animals present (e.g. kangaroo – including
wallabies, possum and koala). Also look out for signs of feral animals.
6D
Tasks to undertake after the visit
Task 6.7 – Class discussion

Question 1: Did you find visible evidence (e.g. scats) of native or feral animals during
the random meander?
...........................................................................................................................

Question 2: If yes, could you identify the group (e.g. kangaroo, possum, goat)?
.....………………………………………………………………………………......
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
Question 3: Did the habitat vary between transects?
...........................................................................

Question 4: If yes, then how?
...............................................................................................................

Question 5: Did the vegetation sampled support potential habitat?
.....................................................

Question 6: If yes, what type of habitat was recorded?
........................................................................
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
Question 7: Now that you have identified the available representative habitat of
your site, what animals might be present? Do you think any threatened species listed
for your site might occur here?
.............................................................

Question 8: If yes, list the species and habitat type (e.g. tree hollow >5 cm).
……………………………………………………………………………………................
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
Question 9: Using the internet, go through the specific habitat requirements for a
threatened species, and decide whether it is likely to be found in your ‘special
place’………….………...
………………………………………………………………………………………………
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
Question 10: What types of threats could destroy habitat at the ‘special place’?
[Fire, clearing of old growth trees, removal of dead branches for firewood, removal of
bush rock]
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
Question 11: How seriously would the threats impact any threatened fauna?
.......................................
[e.g. Fire – depends on fire intensity for tree hollows, fallen branches would burn, leaf
litter would be removed following fire, habitat would gradually become available.
Clearing leads to longer term loss because regenerating canopy species do not have
hollows (these are only found in mature canopy species).]
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