Australian Broadcasting Corporation



Teacher Resource

Dingoes

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1. Briefly summarise the BTN story.

2. Some domestic dogs in Australia have dingo blood in them. True or false?

3. What noise do dingoes mainly use to communicate?

4. Dingoes live in every state or territory in Australia, except for…

a. ACT

b. Tasmania

c. Queensland

5. What is the conservation status of dingoes?

6. Why do some farmers see the dingo as a pest?

7. What type of habitat do dingos like? Describe.

8. What impact has an increase of dingos had on native animals?

9. What was surprising about the Dingo Heroes story?

10. Illustrate an aspect of the Dingo Heroes story.

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Class Discussion

Discuss the BTN Dingo Heroes story as a class. What questions were raised in the discussion (what are the gaps in their knowledge)? The KWLH organiser provides students with a framework to explore their knowledge on this topic and consider what they would like to know and learn.

|What do I know? |What do I want to know? |What have I learnt? |How will I find out? |

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Students will develop their own question/s for inquiry, collecting and recording information from a wide variety of sources. Use the following questions to help guide the discussion:

• What role do dingoes have in the ecosystem?

• What is the dingo’s role as an apex predator?

• How do dingoes help to protect native animals?

• What are the similarities and differences between dingoes and other dogs?

• What are some unique features of dingoes?

• What role do dingoes play in Aboriginal culture?

• What is the history of dingoes?

• Why was a dingo fence built in the 1880s?

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Creature Feature

Students will research and write a Creature Feature about dingoes. Use this Creature Feature: Dingoes worksheet to record your findings. Encourage students to use a range of sources to find their information.

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Students watch the ABC Education video Dapper dingoes then respond to the following:

• Describe the appearance of a dingo.

• How do they mark their territory?

• How do dingoes communicate with each other?

• Where do dingo pups live?

• What do dingoes eat?

• Why do dingo pups have to be careful?

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History of Dingoes – Information report

Students will create an information report about the history of dingoes. The following may help guide students’ research:

• How did the dingo get to Australia?

• About how long has the dingo been in Australia? What evidence has been found for this?

• What part do dingoes play in Aboriginal culture?

• What impact did European settlers have on dingo populations?

Structure and features of an information report

Information reports are factual texts written to inform and provide detailed facts about a topic. Discuss with students what they already know about the purpose, structure and features of an information report. Use the following as a guide to use with students.

• Purpose – an information report provides information to the reader by stating facts.

• Structure – see table below.

• Language features – write in the present tense, use technical or scientific words and write in the third person.

Students can then use the following plan to help write their report.

|Information report – structure |

|Title |States a topic |

|Introduction |The opening statement explains the subject of the report, and includes a definition or short description. |

|Body |Facts grouped into paragraphs. Starts with a topic sentence. Include subject specific language. |

| |Text features such as sub-headings, labelled diagrams, charts and captioned photographs may be included. |

|Conclusion |A summary of what the topic is about and end with an interesting fact. |

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Australian Museum - Dingo



National Museum Australia – Arrival of the dingo



Department of Environment and Heritage Protection – Dingoes



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Episode 5

6th March 2018 November 2016

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Students will develop a deeper understanding of the role dingoes play in the ecosystem. They will also create an information report about history of dingoes.

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Science – Year 4

Living things depend on each other and the environment to survive.

Living things have life cycles.

Science – Year 5

Living things have structural features and adaptations that help them to survive in their environment.

Science – Year 6

The growth and survival of living things are affected by physical conditions of their environment.

Source: National Museum Australia

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