Activity G16: Animal Protection - Then and Now

Great Barrier Island Activity	Teacher Manual P 37 Technology Level 3 Materials, Structures and Mechanisms - Environmental Community Created 15/09/2001	Strand C Technology and Society (AO 8) Within a range of technological areas and contexts students should describe and identify the positive and negative effects of some instances of technologies on people's lives and the environment Students research the history and purposes of animal enclosures or special areas for wildlife in their area They survey the attitudes of a range of people to predator or pest control and list the positive and negative effects of different types of controls © Heurisko Ltd www.learnz.org.nz/2001

Read Conservation, Cats and Biodiversity. People on Great Barrier Island are interested in the conservation of the native forest and coastline habitats. Tonight at home ask someone older if they know about conservation areas close to your home. Describe the location of this place. What is special about this local place? Have they visited this place or other conservation areas? What was it like? Ask one or two older people what they think of keeping some of New Zealand's natural habitats free from cats and goats? Do they think it's a good idea? Why/why not? Would they support trapping of these animals? Why/why not? Fill in the table with your results.   Person 1: Person 2: Is it a good idea to keep some of New Zealand's natural habitats free of goats and cats?     Why/why not?     Would you support trapping of these animals?     Why/why not?     Conduct a class survey. Find out: How many people have a cat at home? Do they keep the cat indoors at night? Does it wear a bell or beeper? How would you feel if your suburb became a cat-free area? Why? Has your cat ever come home with a bird? What can you do to change the situation? Graph your results and draw conclusions from the information you have gathered.