1080 and the Control of mammalian pests Report on a biological issue 3 credits

Full of unique wildlife, some of it found nowhere else in the World Mohua – yellow head New Zealand Forest Full of unique wildlife, some of it found nowhere else in the World

Can you name some native animals of New Zealand? http://www.doc.govt.nz/conservation/native-animals/ Brainstorm in your books

What is special or unique about these native animals? -Think about adaptations both physical and behavioural For homework research 2-5 native animals to answer the question above.

Can you name some introduced animals in New Zealand? http://www.teara.govt.nz/en/introduced-animal-pests Brainstorm in your books

So, where did all our introduced animals come from and how did they get here? What is it that introduced species do that kills our native animals? For homework research 2-5 introduced animals to answer the question above.

So, what is the difference between Native and Introduced animals? Think/pair share

Native (endemic) vs introduced Notes Animals that are native to New Zealand are naturally found here and were not introduced by humans. They have evolved to fit into the New Zealand Ecosystem and all do particular ‘jobs’ Introduced animals were brought to New Zealand by humans, either on purpose or accidentally.

Native to Australia, not to NZ

In nature, what controls the populations of animals such as possums? http://www.doc.govt.nz/conservation/threats-and-impacts/animal-pests/animal-pests-a-z/possums/

So here in New Zealand we have a problem, not only from Possums, but also from other introduced animals. What are some of the others?

What do you think the affects of the possums, stoats, ferrets, rats and mice are?

What is an endemic species?

Stoat, rats, possums, ferrets etc, are all mammals, like us. New Zealand has one native land mammals…Bats When our animal life was evolving, there were no land mammals trying to catch and eat them…. Long tail bats eat moths, midges, mosquitos and beetles or Shot tail bats eats insects fruit, nectar and pollen! As a consequence, the native animals (and plants) of New Zealand are not well adapted to survive predation (and grazing) by introduced mammals.

So, we know we need to do something about it! But, what do we do? How 1080 helps the pekapeka

Now lets look at other species - New Zealand's Most wanted https://www.bing.com/videos/search?q=possum+control+in+new+zealand&&view=detail&mid=54BCEE62F1B0310FA09F54BCEE62F1B0310FA09F&FORM=VRDGAR

Pest Control – Dave, a form of eradication What do you think the bait is? https://www.bing.com/videos/search?q=possum+control+in+new+zealand&&view=detail&mid=30B71FE429CEC39F5D8730B71FE429CEC39F5D87&rvsmid=54BCEE62F1B0310FA09F54BCEE62F1B0310FA09F&fsscr=0&FORM=VDFSRV

Brodifacoum http://www.doc.govt.nz/Documents/conservation/threats-and-impacts/animal-pests/northland/brodifacoum-factsheet.pdf

Possom, stoat, rat control in NZ There are lots of ways to eradicate pests, some are humane , some are not! Science Learn NZ website including a note and powerpoint on the different methods of predator control and their pros and cons.

1080 – Sodium fluoroacetate 1080 is used to eradicate pests to save our native species AND is also used to fight Tuberculosis (TB) in cattle. Why? What is the problem? Clue possums Think /pair share

Wild life , mainly possums carry TB and can pass it on to cattle. http://www.tbfree.org.nz/making-tb-history-chapter-7-why-is-1080-poison-critical-to-tb-control-in-new-zealand.aspx

What you will do… Your own research (helpful links on moodle) You need to write a report using resources you have obtained and processed The report will discuss a question you have written, about the use of 1080 The report will be written in class over 2-3 periods You will have 2 weeks to prepare Remember to reference everything as you go for your bibliography.

What makes a comprehensive report? In order to report comprehensively students must: refine a suitable question or purpose; identify multiple links between the biological ideas that are related to the question or purpose; collect and process primary or secondary data and/or information from a range of sources; evaluate sources of information/data in respect to the question or purpose; identify at least two different points of view supported by evidence; take and justify a position (opinion) with a recommendation for action; and present findings in a report.

Organisation Introduction How to go about it.. Write questions Research – computer room or cow In class discussion Process and fill in gaps Write up

Definitions: Issues – What makes a biology topic an issue (i.e. when people hold different opinions or viewpoints about it)? Refining a question – Taking a general question or purpose about an issue and refining it to make it suitable to guide research. Making multiple links involving biological ideas – Describing and explaining the biological ideas related to the question or purpose and identifying multiple links between the different ideas and the question. Processing data/information – Selecting biological ideas relevant to the issue from a range of sources and organising the ideas for reporting. A range is likely to involve at least three sources and the sources can be the same type e.g. all from the Internet.

Evaluating sources – Identifying sources that provide biological ideas relevant to the question and checking the source for accuracy, up-to-datedness and/or bias; providing reasons why a particular source was/was not used. Using evidence to support different points of view –Selecting at least two different points of view and then selecting biological ideas that support why a person, group or organisation holds each of those points of view. Justifying a position – Stating their own opinion for or against aspects of an issue and saying why they hold that opinion with reference to specific information they have researched. Giving a recommendation for action – Saying what they believe should be done about the issue and why. Presenting findings – Structuring a comprehensive report to clearly present findings. Recording sources – Writing a list of sources in a way that can be accessed by others.

A biological issue A biological issue is often something that is a problem in society and/or affects a large number of people. People will have differing viewpoints or opinions about the issue, and may not agree about the issue or aspects of it. Eg, is 1080 poisoning the best way to control possoms?

Carrying out a research assignment You will use secondary data – information already produced by others. The way that the information is selected and organised and the way that the links are explained needs to be original, ie, your own words. Make sure that you have a clear focus question, eg, why are people opposed to the use of 1080 to kill possoms?

Collecting and processing information Biological ideas related to the issue could include biological concepts, processes, diagrams and/or data Differing points of view about the issue. These could be from individuals, groups or organisations within society. An evaluation of each source of information. You could comment on such things as how recently the source was published, how biased the source is (written by particular groups or organisations – such as Greenpeace will have a degree of bias), whether you believe the source contains valid and accurate information, and/or whether the authors are credible and have had their work peer-reviewed.

References You need a list of references at the end. Each book in the reference list should state the title, author’s name, date, and page numbers used. Websites should state the full web address, and give a two-line summary of its content.

Collecting Careful doing your research that you don’t drown in too much information It’s often a good idea to start with a known website, such as DOC and go from there. You can just copy the info you want and put it into a word document, but remember to include the website

Processing Sort the information. Make summary notes, highlight key bits from internet printouts. Sort the information. You will write a report in class using this information, so be prepared and make sure that you can comprehensively discuss the issues.

Writing the report An introductory paragraph about the general issue. Eg, Possums number over 30 million in New Zealand and cause major damage to native forest ecosystems……… And then you can ask your question… eg, Why are people opposed to the use of 1080 drops to control possums

Now discuss a range of biological ideas related to the issue linked together in several ways, i.e, a discussion. You are not just describing the issue, you need to link ideas. You need to include at least two different view points or opinions related to the issue. Each one needs to be supported with evidence – explanations of why the view point is held by each person.

You now need to give your own position on the issue, described and justified (with explanations based on the information you have presented). Don’t just state your opinion, you need to used information from your sources to justify it. A recommendation for action is described and explained using information presented in your report.

An evaluation of the sources, eg, The WHO website is the website for an internationally recognised organisation that has considerable influence in global public health. The biological information on their website comes from valid studies and is updated regularly. Resouces – see your diary on how to set these out.

Good advice Use short sentences Use short paragraphs, with line breaks Avoid listing or bullet points, because they are difficult to integrate into a discussion Avoid ‘padding’