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Literacy Resources

Quoll decline article
[pdf 256.9 kb]

Quoll Three-level Guide/Graphic Organiser
[pdf 39.5 kb]

Mathematics Resources

Making sense of numbers from research
This mathematics-based activity uses the two excel spreadsheets (below) of quoll and cane toad data that researchers collected as stated in the Quolls Decline As Cane Toads Advance Into Territory (see above article). [doc 2.7 Mb]

Quoll Numbers 2001
This excel file has the number of quolls recorded in the Kakadu study sites in 2001 before cane toads invaded. [xls 19.5 kb]

Quoll, Toad numbers 2002
This excel file records the numbers of quolls and toads found in the Kakadu study sites in 2002. [xls 22.5 kb]

Related Links (Literacy)

These external links provide more information and resources about the narratives, Quoll and  Walking With the Seasons in Kakadu. 

Explain

Confrontation!

What is the impact of cane toads? Photo: Ian Morris
What are some other impacts of cane toads on other organisms?
  • Students link their understandings of some of the impacts of feral animals (from Termite Trails - Impacts). 
  • Students read the Quoll decline article (right-hand column) and complete the accompanying three-level guide and graphic organiser to help them make meaning of the text, in order to answer the question above.
  • Students complete the mathematics activity using the excel spreadsheet (see right-hand column). This activity relates directly to the Quolls decline article.
  • Students represent their understanding of simple food chains and food webs (from Termite Trails) by constructing their own food chains and food webs (using narratives such as Quoll, or  Walking With the Seasons in Kakadu). 
  • Students work cooperatively (in small groups of three) to develop simple food chains and food webs based on the narrative, Quoll (by Sandra Kendell) or Walking With the Seasons in Kakadu (by Diane Lucas). 

  • Each team member chooses their role: narrator; scribe and presenter.

  • Narrator - reads Quoll to the other team members

    Scribe - jots down key points from the narrative such as animal species, their food sources, and impacts (both positive and negative);

    Presenter - gives an oral or podcast presentation to the class. Possible options for the presentation are given below.

    • Students apply their understanding of simple food chains and food webs and construct their own food chains and simple food webs from observations in their own environment.