Episode 9
1st April 2014
Activity
Animal Extinction
Key Learning
Students will investigate the issue and causes of animal extinctions in the Holocene era and debate human
responses to mass extinction.
The Australian Curriculum
Geography/Geographical Knowledge and
Understanding
The influence of people, including Aboriginal and Torres Strait
Islander Peoples, on the environmental characteristics of
Australian places. year 5
(ACHGK027)
Geography/Geographical Inquiry and Skills/Collecting,
recording, evaluating and representing
Reflect on their learning to propose individual and collective
action in response to a contemporary geographical challenge
and describe the expected effects of their proposal on different
groups of people. year 5
(ACHGS039)
English/Literacy/Creating Texts
Plan, draft and publish imaginative, informative and persuasive
print and multimodal texts, choosing text structures, language
features, images and sound appropriate to purpose
and audience (ACELY1704) Year 5
Plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures,
language features, images and digital resources appropriate to
purpose and audience (ACELY1714) Year 6
Plan, draft and publish imaginative, informative and persuasive
texts, selecting aspects of subject matter and particular
language, visual, and audio features to convey information and
ideas (ACELY1725) Year 7
Economics and Business/Economics and Business
Knowledge and Understanding
The difference between needs and wants and why choices
need to be made about how limited resources are used. Year 5
(ACHEK001)
Science/Science Understanding/ Biological Sciences
The growth and survival of living things are affected by the
physical conditions of their environment. Year 6 (ACSSU094)
Science/Science as Human Endeavour/Use and
influence of science
Scientific knowledge is used to inform personal and community
decisions. Year 6
(ACSHE220)
Discussion Questions
1. What have you learned as a result of watching this story?
2. How many mammals have become extinct in Australia since the arrival of Europeans?
a) 40
b) 27
©ABC 2014
3.
4.
5.
6.
7.
8.
9.
10.
c) 50
How could climate change affect some animal species?
Why do you think it can cost a lot of money to save endangered species?
What are some of the reasons that animals can be important?
Why does Corey say we should keep the “creepy crawlies”?
Think of an example of an animal that’s important to other animals.
What do you think the scientist meant when he described some animals as “zombie species”?
Give some reasons for trying to preserve critically endangered species.
Do you think the government should put more money into saving some species than others?
Give reasons for your answer.
Activities
Glossary
After watching the BtN story Mass Extinction, ask students to write down what the following key words mean.
Look up the actual meanings to create an animal extinction glossary.
Species
Mammal
Extinct
Endangered
Critically Endangered
Climate
Environment
Habitat
Ecosystem
Extinction causes mind map
As a class, brainstorm a list of possible reasons for animal extinction. Consider working on a class mind map
to visually outline information – the word ‘extinction’ will be placed in the centre, to which associated ideas,
words and concepts are added. Associated ideas can be linked by branches as seen below:
©ABC 2014
Deforestation
Cats
Predators
Extinction
Foxes
Extinct Animal Profile
As a group, ask students what they know about extinction. Can they name some extinct animals?
Using the Australian government’s list of threatened fauna at http://www.environment.gov.au/cgibin/sprat/public/publicthreatenedlist.pl?wanted=fauna, ask students to choose an extinct Australian species
to research.
Ask them to consider the following questions in their description:
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What was its scientific name? Was it known by any
other names?
What did it look like?
What was its habitat? Describe the environment
that it lived in.
What did it eat?
When did it become extinct (or when was it last
seen in the wild)?
What were some of the causes of its extinction?
What were the effects of its extinction? Did it have
an impact on humans, plants or other animals?
Animal campaign
Divide students into groups and assign or ask them to choose an animal from the list of endangered species
below. Ask them to imagine they are running a campaign to convince people to spend money on saving that
species. As a group, plan, draft and create a poster that shows why the animal should be protected.
©ABC 2014
Spotted Quail Thrush
Northern Hairy Nosed Wombat
Spear Toothed Shark
Blue Whale
©ABC 2014
Gilbert’s Potoroo
Leaf-scaled Sea Snake
Orange Bellied Parrot
Macquarie Perch
They may want to consider:
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What is the value of the animal to humans? Is it unique? Beautiful? Of value to Indigenous cultures?
What is its value to the eco system (other animals, plants, soil, etc)?
What could be done to help it?
Talk to students about how media, colours, textures, lighting and composition in photographs, and language
can be used to persuade.
Class discussion
Hold a class discussion clarifying the arguments raised in the BtN Animal Extinction story. Discuss the
different points of view and issues raised, for example:
 The responsibility of governments to use money efficiently.
 The fact that resources are limited and saving species is difficult and expensive
 The responsibility of humans to look after the environment
 Should humans be able to choose which species are more important?
Students will investigate the issues in detail by either holding a mini debate.
Question to respond to:
Should the government spend money on trying to save species with little chance of survival?
Mini debate
Preparing for your mini debate

Working in pairs, students will prepare a 1-2 minute speech for a mini debate on whether the
government should spend money on trying to save species with little chance of survival. One person will
speak for the affirmative and the other will speak for the negative.

Before students begin to construct their argument, ask them to record what they already know about the
topic and what they would like to find out. Students then research the topic to gain a greater
understanding of the issue.
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Ask students to list their arguments in point form on paper (without their partner seeing them). When
they have done this, ask them to choose the five best points that will form the basis for their debate.

Students will write in point form, their debate on cards that fit into the palm of their hand. Their debate
needs to have an introduction (introducing the topic), middle (three main points) and a conclusion
(restating their position). Students practise their speech and then present the mini debate to other
students.
Guide for giving feedback
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©ABC 2014
Was the information clear and
accurate?
Were the arguments logical?
Were the counter arguments accurate
and relevant?
Comments about the presentation style
(tone of voice, body language,
enthusiastic, convincing).
Reflection
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How difficult was it to think of points to
support one side of the argument?
Do you think you would have done a
better job supporting the other side of
the argument?
Was I able to convince others of my
opinion?
Did my opinion change?
What did you learn from this activity?
Further Investigation
The Holocene Extinction
Since about 10,000BC, a very large number of species have become extinct. It is known by scientists
as the Holocene Extinction.
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Research the Holocene extinction, its causes, its impacts and how humans might be influencing
these extinctions.
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There have been five other periods of mass extinction on earth. Find out more about them, their
causes and their impacts
Find out more about the effects that climate change might have on animals.
Ask students to prepare a report or poster exploring the issue.
 Related Research Links
ABC News –Scientists resign `living dead’ species to extinction, call for triage debate
http://www.abc.net.au/news/2014-03-19/australian-species-facing-extinction-living-dead-triage/5331908
Environment Protection and Biodiversity Conservation list of threatened fauna
http://www.environment.gov.au/cgi-bin/sprat/public/publicthreatenedlist.pl?wanted=fauna
BTN Mammal Extinction
http://www.abc.net.au/btn/story/s2316624.htm
National Geographic – Mass Extinction
http://science.nationalgeographic.com.au/science/prehistoric-world/mass-extinction/
Kids.net.au – Extinction Event
http://encyclopedia.kids.net.au/page/ma/Mass_extinction
Australian Museum – Extinct Animals
http://australianmuseum.net.au/Australias-extinct-animals
©ABC 2014