Reading like a Writer Project
Fox
Stage 3
Developed by Michele Mawer
DET Literacy Consultant
Northern Sydney Region and
Gaye Braiding, Field of Mars
Environmental Education
Centre
Stage 3 Year 5
Michele Mawer/Gaye Braiding
KLA: English
Focus: Impact of introduced species on Australian fauna and flora
Feral Animals/Fox by Margaret Wild
Concept: Invasion
Key question: How do introduced animals pose a threat to biodiversity in our area?
Key ideas:


All living things interact with other living things and their environments.
An understanding of the interactions between living things and between living things and their environment assists in taking actions
to conserve both those living things and their environment.
 Introduced species impact on indigenous flora and fauna with consequent effects on the environment.
 Narrative is a powerful means of communicating concepts, ideas and beliefs to an audience in a way that can entertain, persuade,
inform and challenge.
 Written text is constructed by an author with a purpose and audience in mind with meaning created through word choices, structure
and the conventions of language.
Outcomes/Assessment:
Creates a narrative about the impact of introduced animals on native species using a real world local environmental context. The narrative
is to include an animal(s) introduced to the local area eg foxes, cats and the native species under threat eg bandicoots, possums, the blue
wren. Is there a possible solution to the threatened survival of these native animals? Does the narrative carry an environmental message?
Foundation statements: Talking and Listening Reading Writing
Students communicate effectively, using considered spoken language to entertain, inform and influence audiences for an increasing range of purposes. They work
productively and independently, in pairs or groups to deliver effective oral presentations using various skills and strategies. Students listen attentively to gather
specific information and ideas …
Students independently read and view an extensive range of complex texts and visual images using a comprehensive range of skills and strategies. They respond to
themes and issues within texts, recognise point of view and justify interpretations by referring to their own knowledge and experience.
Students write well-structured and well-presented …factual texts for a wide range of purposes and audiences, dealing with complex topics, ideas, issues and
language features.
KLA links:
Science and Technology Living Things LT S3.3
Identifies, describes and evaluates the interactions between living things and their effects on the environment.
Environmental Education
Students will develop knowledge and understandings about:
 the nature and function of ecosystems and how they are interrelated (K1)
 the impact of people on environments (K2)
and skills in:
 identifying and assessing environmental problems (S2)
 communicating environmental problems to others (S3)
Rationale
In order to create a narrative with a message about the impact of introduced animals on our native species, students will undertake
activities to build their background knowledge of biodiversity and threatened indigenous species. The narrative will follow on from the
intensive literary study of Fox by Margaret Wild where students have studied the language and structure used by the author to create
meaning. Fox is powerful because it uses animals as characters to communicate a message but keeps the animal characteristics.
Just as the bushfire was a threat to the survival of Magpie and Dog in Fox, how do introduced animals threaten the survival of native
species? The narrative is to have a local context, featuring animals native to the local area that are under threat by introduced species.
Pre-testing: Brainstorm and list invasive animal species introduced to Australia, possible reasons for their introduction and
subsequent impact on indigenous plants and animals and their environments.
Outcomes
SciTech
LT S3.3 Identifies,
describes and
evaluates the
interactions
between living
things and their
effects on the
environment.
INV S3.7 Conducts
their own
investigations and
makes judgements
based on the
results of
observing,
questioning,
planning,
predicting, testing,
collecting,
recording and
analysing data,
and drawing
Content/Ideas
LT S3.3 All living
things interact with
other living things
and their
environments.
Teaching Strategies
Learning Activities
What is biodiversity and why is it important?
Introduce the concept of biodiversity using the
Ecogeeks Biodiversity video.
Students list the reasons biodiversity is important to
them.
Biodiversity at school
Take the students for a walk around local bushland,
planted areas in local parks and/or the school grounds
to observe the biodiversity in these areas. If a diversity
of plants and animal habitats is present, then there will
be a diversity of animals in the area.
Use either the Habitat Scorecard (WS6, p56) from the
Earth Alive Resource Book or Healthy Habitats
Resources
Assessment
QT
EcoGeeks
Biodiveristy video http://www.thewildcla
ssroom.com/home/ec
ogeeksvideos/biodive
rsity.html
BK
M
Earth Alive Resource
Book http://www.fieldofmare.schools.nsw.edu.au
/page7/files/EarthAliv
e%20Book%202009.
pdf
BK
E
SR
Biodiversity for Kids
conclusions.
LT S3.3 All living
things interact with
other living things
and their
environments.
LT S3.3 An
understanding of the
interactions between
living things and
Worksheet (Worksheet 4) from the Biodiversity for Kids
Kit to rate the biodiversity in the area. If groups of
students score different areas, comparisons can be
made.
While walking around these areas, take note of any
animals living in or visiting the area. Animal evidence
includes scratchings, droppings, holes, webs, nests,
etc. Use digital cameras to take photos of examples of
plants used by animals, animal habitats and animals
seen in the area. This provides a visual record and can
be used for creating food chains and food webs later
on.
kit http://www.environme
nt.nsw.gov.au/edreso
urces/TeachersKitBio
diversity.htm
Native Australian animals
For students to understand the concept of introduced
and feral animals, it is important that they have
knowledge of native Australian animals.
List the native Australian animals and introduced
animals in Fox by Margaret Wild.
Show the students images of a variety of Australian
animals and ask them to name them. The ABC’s Our
Animals website provides a good overview, although it
is directed at lower primary.
Sort the photos of animals taken on the walk around the
school and/or local area into native and introduced.
Fox by Margaret Wild
BK
Photos of Australian
animals http://www.ozanimals
.com/thumbnails/Ma
mmal/0.html
C
Aussie Animals Quiz
Use the Aussie Animals – Who Wants to be a
Millionaire quiz from the Field of Mars EEC website to
review some facts about Australian animals.
Australian Animals
Quiz http://www.funtrivia.c
om/flashquiz/index.cf
m?qid=110229
Ecosystems and Habitats
In order to understand the impacts of feral and
introduced animals on native Australian fauna, the
Our Animals http://www.abc.net.au
/schoolstv/animals/de
fault.htm
Aussie Animals –
Who Wants to be a
Millionaire? http://www.fieldofmare.schools.nsw.edu.au
/page7/page7.html
E
KI
between living
things and their
environment assists
in taking actions to
conserve both those
living things and
their environment.
students need to understand the basic needs of animals
– air, food, water, shelter - and relationships between
species.
Fox by Margaret Wild
In Margaret Wild’s Fox, the bushfire destroys the
animals’ food and shelter. As a class, look for potential
food sources and habitats that provide shelter in the
illustrations in Fox.
The Australian Museum’s interactive Habitats Activity
can be used by students to build understanding of a
variety of ecosystems, habitats and the animals that live
within. Students place animals into their correct habitat.
The concept of threats to habitats can also be
introduced through this activity.
Food chains and food webs
To develop an understanding of food webs, use the
Gould League’s interactive Food Web Creator.
Habitats Activity Zone
http://www.faunanet.g
ov.au/wos/activities.cf
m#habitats
Food Web Creator http://www.gould.edu.
au/foodwebs/kids_we
b.htm
Interactions in your school grounds
Recall findings from the earlier Biodiversity at School
observations. Ask students to identify food sources they
observed, eg, flowers, leaves, grasses, seeds, worms,
lizards. Discuss what animals may use those food
sources.
Divide the students into groups to investigate
interactions in planted areas of the school playground.
Each group investigates one habitat: trees, shrubs,
grasses/ground covers, leaf litter/logs, or creek/pond.
The students use the collection methods outlined below
to collect and record animals in their specific habitat.
 Invertebrates can be collected into specimen
E
BK
C
SD
SR
Bugwise Invertebrate
Identification Guide -
containers or bug jars using a small brush.
 For safety reasons, the students should not touch
any animals with their hands.
 The Australian Museum’s Bugwise Invertebrate
Identification Guide can be used to identify
terrestrial animals and Streamwatch Waterbug
Guide for pond animals.
 Once recorded, the animals need to be released.
Trees – look at the trunk and bark. Conduct a tree
shake of low-hanging branches. Shake a branch onto
an old sheet, taking care not to break the branch.
Invertebrates will fall onto the sheet for observation
and/or collection. Also look for evidence of vertebrate
animals, eg, birds, possums, lizards using the tree.
Shrubs – conduct a leaf shake of branches. (See above
- trees.)
Grasses/ground covers (in gardens, not mown grass) –
use sweep nets (butterfly nets) to sweep though the
grasses and ground covers. Shake out contents of net
onto an old sheet for observation/collection. Also look
around the base of the plants for lizards, etc.
Leaf litter and logs – carefully roll over logs and collect
animals living underneath. Use a trowel to scrape up a
scoop of leaf litter and spread it in a tote tray. Collect
and record invertebrates.
Pond – use dip nets or plastic tea-strainers to collect
invertebrates. Place them into ice-cube trays for closer
observation. Identify them using the Streamwatch
Water Bug Guide.
Local food chains and food webs
After the investigation, model the construction of a food
http://www.bugwise.n
et.au/guide/
Streamwatch
Waterbug Guide http://www.streamwat
ch.org.au/cms/resour
ces/manual_pdfs/Bug
Guide.pdf
Assessment
strategy
To demonstrate their
understanding of
interactions between
species.
The teacher:
•analyses students’
knowledge of
interactions and food
chains.
Assessment criteria
The student:
•provides evidence of
deep understanding
of feeding
interactions between
species through the
construction of food
KI
chain, eg, wattle leaf leaf hopperpreying
mantisbutcher bird; rotting logslatergarden
skinkkookaburra. The students then create food
chains of some of the animals they found, linking them
together in feeding relationships.
As a class, create food webs from the combined
findings of the class. Photos taken earlier and bug
images could be used in the foodweb construction.
LT S3.3 All living
things interact with
other living things
and their
environments.
Feral and introduced animals in Australia
List feral and introduced animals that impact native
Australian wildlife. Discuss how and why these animals
were introduced and what impacts they have had on
biodiversity.
Although in Margaret Wild’s Fox, Magpie and Fox assist
each other in surviving the bushfire, these animals
normally have a predator/prey relationship. Foxes are
introduced animals and were brought to Australia by the
British in 1845 for sport. They rapidly spread across the
Australian mainland, hunting small native mammals and
severely depleting their populations. In some cases, the
fox has contributed to the extinction of species, eg, the
Lesser Bilby.
The students research the impacts of feral and
introduced animals on biodiversity using the links
provided on the Field of Mars EEC website. Students
summarise their information on the Eradicate a Feral
Animal summary sheet.
It should be noted that impacts are not always direct.
For example, rabbits have reduced Greater Bilby
populations. The rabbits eat grasses and small shrubs
down to their roots, killing them, resulting in no
vegetation. Bilbies eat invertebrates living in the
grasses. Therefore if the grass goes, the bilbies’ food
chains.
EQT
•suggests feeding
interactions in the
class construction of
a food web.
This criteria relates to
outcomes LTS3.3,
INVS3.7
Feral animals in
Australia http://www.kidcyber.c
om.au/topics/ferals.ht
m
Pest animals http://www.environme
nt.nsw.gov.au/pestsw
eeds/pestanimals.ht
m
Eradicate a Feral
Animal summary
sheet
http://www.cap.nsw.e
du.au/bb_site_intro/st
age3_Modules/ferals/
feral_animals_summ
ary.htm.
BK
PK
source also vanishes and bilbies die out.
LT S3.3 An
understanding of the
interactions between
living things and
between living
things and their
environment assists
in taking actions to
conserve both those
living things and
their environment.
LT S3.3
Technological
advances have
costs and benefits
for living things and
the environment.
LT S3.3 An
understanding of the
interactions between
living things and
between living
things and their
environment assists
in taking actions to
conserve both those
living things and
their environment.
LT S3.3
Technological
advances have
Threats to biodiversity
Read the students an article from the local newspaper
or bushcare newsletter about a local biodiversity threat,
eg, the Blue Gum High Forest under threat in
Wahroonga.
The students create Mindmaps to show a range of
threats to Australian biodiversity, for example, feral and
introduced animals, weeds, pesticides, agricultural
techniques, habitat loss, pesticides, pollution.
As a class, discuss ways in which these threats could
be reduced or eradicated. The students create a
Consequences Chart of the flow-on effect of proposed
solutions. (Eg, fox baiting programs have resulted in an
increase in native animals such as brush turkeys,
wallabies and bandicoots but have also resulted in an
increase in rabbit populations.)
Students could debate topics, hold mock interviews or
role-play stakeholder meetings relating to managing
biodiversity threats.
Local biodiversity threats
Walk around your school or local area and identify
threats to biodiversity and their impact on biodiversity.
These can be listed on the Biodiversity Threats
Worksheet (WS8, p58) from the Earth Alive Resource
book.
Threats may include introduced or domestic animals
such as cats and dogs, foxes, pigeons, Indian mynas,
weeds, dumped rubbish and pollution.
Also look for management strategies, for example,
pollution traps on drains, fox-baiting programs,
What’s on in Lane
Cove NP http://users.bigpond.n
et.au/folcnp/Events/O
nInThePark.htm#new
s
PK
Invasive species in
Australia fact sheethttp://www.environme
nt.gov.au/biodiversity/
invasive/publications/
pubs/invasive.pdf
PK
HOT
Invasive species fact
sheet http://www.environme
nt.gov.au/biodiversity/
invasive/publications/
pubs/loose.pdf
SC
Threats to Wildlife http://www.qm.qld.go
v.au/features/endang
ered/threats.asp
Earth Alive Resource
Book http://www.fieldofmare.schools.nsw.edu.au
/page7/files/EarthAliv
e%20Book%202009.
pdf
Assessment
strategy
To demonstrate their
understanding and
application of issues,
the students could
debate topics relating
to biodiversity threats
and issues.
costs and benefits
for living things and
the environment.
“Dumping Prohibited” signs.
Students use local newspapers (available online) as a
source to further research local biodiversity threats.
Local council environment officers or bush care
members could be invited to talk to the class about
issues affecting local biodiversity and their solutions to
these issues.
LT S3.3 All living
things interact with
other living things
and their
environments.
LT S3.3 An
understanding of the
interactions between
living things and
between living
things and their
environment assists
in taking actions to
conserve both those
living things and
their environment.
LT S3.3
Technological
advances have
costs and benefits
for living things and
The teacher:
Local newspapers
(often available
online)
Local councils
newsletters
Local council
personnel or
bushcare volunteers
•analyses students’
knowledge of threats
to biodiversity
Assessment criteria
The student:
•provides evidence of
deep understanding
of a biodiversity treat
or issue and its
impact on biodiversity
In pairs, students research a local biodiversity threat
and write a newspaper article on the issue, its impacts
and proposed or possible solutions. The students
should consider the broad-ranging impacts of proposed
solutions. For example, prohibiting dogs in natural
areas is often seen as unfair by dog owners as they like
to walk their dogs there.
•suggests ways in
which threats can be
managed
Summative task
Following an intensive book study of Fox by Margaret
Wild and knowledge about introduced animal species
and the threat to biodiversity, students (as a class,
group or individually) are to write a narrative using a
real world environmental context.
Assessment
strategy
Students can enrich the language and structure of their
SC
HE
This criteria relates
tooutcomes LTS3.3,
INVS3.7
To demonstrate their
understanding and
application of issues,
the students write a
narrative.
The teacher:
The narrative is to include introduced animals in the
local area that pose a threat and the native animal
species of the local area that are impacted. Just as the
bushfire was a threat to the survival of Magpie and Dog
in Fox, how is the survival of local native species under
threat from introduced animals such as the cat or fox?
Is there a possible solution to this problem?
DK
•analyses students’
knowledge of local
predator/prey
introduced
animal/native animal
threat
Assessment criteria
The student:
•provides evidence of
deep understanding
of a specific
SC
M
DU
the environment.
stories by studying the literary techniques and devices
employed by Margaret Wild in Fox.
predator/prey
introduced
animal/native animal
threat
Students can select the communication mode to
present their narrative eg play, PowerPoint, big book,
storyboard, slideshow, podcast, poetry, flip chart.
•suggests ways in
which the threats can
be managed
Intellectual quality
Significance
Quality teaching model: dimensions and element
E
l
e
m
e
n
t
s
This criteria relates to
outcomes LTS3.3,
INVS3.7
Quality learning
environment
Deep knowledge
DK Explicit quality criteria EQT Background knowledge BK
Deep understanding
DU
Problematic knowledge PK
Higher-order thinking
Engagement
E
Cultural knowledge
CU
High expectations
HE
Knowledge integration
KI
SS
Inclusivity
I
Connectedness
C
HOT Social support
Metalanguage
M
Students’ self regulation SR
Substantive
Communication
SC
Student direction
SD Narrative
N