Primary school wildlife incursions

The Rookeepers pride themselves in quality, fun and educational wildlife incursions in Melbourne, Ballarat, Geelong and all surrounding areas.

Your students will never forget the day their teacher held a snake!

Book Now

Animals we bring

*Animals subject to availibility

Shows within your curriculum

The Rookeepers are specialists in Australian animals and we have a huge range of scary and cute wildlife on offer. Our shows contain animals such as snappy crocodiles, fluffy possums, cheeky cockatoos, slithering snakes and owls of the night sky. Click on a school incursion for a more information.

Our school incursions can be suited to all primary levels and programs can be worked in with your curriculum. We cover topics such as animal shapes, food chains, predators and prey, ecosystems, reproduction, biodiversity and natural balance, behavior and much more. We put our presentations into words the kids can understand so they can really connect with the animals and get the most out of there wildlife encounter.

Wildlife Works

Venture in and discover some of Australia’s cutest and scariest wildlife, in an all in one jam packed animal show.

Radical Reptiles

Turn up the heater and bask in reptile education as they slither, they crawl they run and they swim.

Marine Mania

Looking for a marine life incursion? than look no further!

Busy Bees

Bees play such an important roll within our ecosystem,
but to most they are just another insect.

Two Primary School Incursions on Offer

The Rookeepers have two exciting school incursions on offer with our all in one wildlife incursion ”The Wildlife Works” and  our pure reptile incursion ” Radical Reptiles” . If there is something in class you are focusing on,  our shows can be tailored to suit your lesson plans and we also adjust our content to suit specific age groups. Our school incursions play an important role in education as we offer a powerful  visual learning experience you don’t get from any books, They get face to face with Australian animals.

Teachers Pack

With every school incursion booked you will gain access to our teachers pack, which was developed in correspondence to the AusVELS national curriculum guidelines. There is over 30 units covered from foundation to level 10 with detailed worksheets, lesson plans and class discussions following disciplines, science and geography.

We also offer phone support if you have any animal related questions you get stuck on.

The Rookeepers mobile zoo services Melbourne, Geelong, Ballarat and all surrounding areas for primary school incursions.

Maximum of 30 kids per group.

Subscribe to our

Mailing List

* indicates required
Education Information

WHAT DOES YOUR INCURSION COVER

Level 1

SCIENCE UNDERSTANDING

Biological Science.

(ACSSU017) Living things have a variety of external features.

  • Recognising common features of animals such as head, legs and wings.
  • Describing the use of animal body parts for particular purposes such as moving and feeding.
  • Identifying common features of plants such as leaves and roots.
  • Describing the use of plant parts for particular purposes such as making food and obtaining water.

(ACSSU211) Living things live in different places where their needs are met.

  • Exploring different habitats in the local environment such as the beach, bush and backyard.
  • Recognising that different living things live in different places such as land and water.
  • Exploring what happens when habitats change and some living things can no longer have their needs met.

SCIENCE AS A HUMAN ENDEAVOUR

Use and influence of science.

(ACSHE022) People use science in their daily lives, including when caring for their environment and living things.

  • Considering how science is used in activities such as cooking, fishing, transport, sport, medicine and caring for plants and animals.
  • Identifying ways that science knowledge is used in the care of the local environment such as animal habitats, and suggesting changes to parks and gardens to better meet the needs of native animals.

Level 1 Achievement Standards:

By the end of level 1, students will be able to recognise the external features on an animal such as head, legs and wings, they will also understand that living things will live in different habbitats depending on their environmental needs and they will be able to identify ways that science benifets the local environment such as animal habbitats.

Level 2

SCIENCE UNDERSTANDING

Biological Science.

(ACSSU030) Living things grow, change and have offspring similar to themselves.

  • Representing personal growth and changes from birth.
  • Recognising that living things have predictable characteristics at different stages of development.
  • Exploring different characteristics of life stages in animals such as egg, caterpillar and butterfly.
  • Observing that all animals have offspring, usually with two parents.

SCIENCE AS A HUMAN ENDEAVOUR

Use and influence of science.

(ACSHE035) People use science in their daily lives, including when caring for their environment and living things.

  • monitoring information about the environment and Earth’s resources, such as rainfall, water levels and temperature
  • Identifying the ways humans manage and protect resources, such as reducing waste and caring for water supplies
  • recognising that many living things rely on resources that may be threatened, and that science understanding can contribute to the preservation of such resources

Science Inquiry Skill

  • Processing and analysing data and information

(ACSIS214) Through discussion, compare observations with predictions

  • Comparing and discussing, with guidance, whether observations were expected.

Level 2 Achievement Standards

By the end of level 2, students will have an understanding on how living things grow, change and have offspring, they will provide examples of how science is used in every day life to care for the environment and living things. They will sort and represent their observations and communicate their ideas to others.

Level 3

SCIENCE UNDERSTANDING

Biological Science.

(ACSSU044) Living things can be grouped on the basis of observable features and can be distinguished from non-living things.

  • Recognising characteristics of living things such as growing, moving, sensitivity and reproducing.
  • Recognising the range of different living things.
  • Sorting living and non-living things based on characteristics.
  • Exploring differences between living, once living and products of living things.

SCIENCE AS A HUMAN ENDEAVOUR

Use and influence of science.

(ACSHE051) Science knowledge helps people to understand the effect of their actions

  • Considering how heating affects materials used in everyday life.
  • Investigating how science helps people such as nurses, doctors, dentists, mechanics and gardeners.
  • Considering how materials including solids and liquids affect the environment in different ways.
  • Deciding what characteristics make a material a pollutant.
  • Researching Aboriginal and Torres Strait Islander people’s knowledge of the local natural environment, such as the characteristics of plants and animals.

Level 3 Achievement Standards

By the end of level 3, students will have an understanding on how living things are classified or grouped on the basis of observational features, they will also have an understanding in the way materials such as solids and liquids affect the environment in different ways.

Level 4

SCIENCE UNDERSTANDING

Biological Science.

(ACSSU072) Living things have life cycles.

  • Making and recording observations of living things as they develop through their life cycles.
  • Describing the stages of life cycles of different living things such as insects, birds, frogs and flowering plants.
  • Comparing life cycles of animals and plants.
  • Recognising that environmental factors can affect life cycles such as fire and seed germination.

(ACSSU073) Living things, including plants and animals, depend on each other and the environment to survive.

  • Investigating how plants provide shelter for animals.
  • Investigating the roles of living things in a habitat, for instance producers, consumers or decomposers.
  • Observing and describing predator-prey relationships.
  • Predicting the effects when living things in feeding relationships are removed or die out in an area.
  • Recognising that interactions between living things may be competitive or mutually beneficial.

SCIENCE AS A HUMAN ENDEAVOUR

Use and influence of science.

(ACSHE062) Science knowledge helps people to understand the effect of their actions.

  • Investigating how a range of people, such as clothing designers, builders or engineers use science to select. appropriate materials for their work
  • Considering methods of waste management and how they can affect the environment.
  • Exploring how science has contributed to a discussion about an issue such as loss of habitat for living things or how human activity has changed the local environment.
  • Considering how to minimise the effects of erosion caused by human activity.

GEOGRAPHY

Geographical Knowledge and Understanding

(ACHGK020) The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents.

  • Researching the main types of natural vegetation and native animals in a climate zone in Australia and comparing them with those found in a similar climate in Africa or South America.

(ACHGK021) The types of natural vegetation and the significance of vegetation to the environment and to people.

  • Identifying the main types of natural vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation.
  • Exploring how vegetation produces the oxygen all land animals (including people) breathe; protects land from erosion by water or wind; retains rainfall; provides habitat for animals; shelters crops and livestock; provides shade for people; cools urban places; produces medicines, wood and fibre; and can make places appear more attractive.

(ACHGK022) The importance of environments to animals and people, and different views on how they can be protected.

  • Explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual.
  • Recognising that there are different perspectives on what constitutes environmental sustainability and considering the role of people in protecting the environments that provide habitats for animals and discussing ways of doing this.
  • Exploring strategies to protect particular environments that provide the habitats for animals, for example, planting bird-attracting vegetation.

(ACHGK024) The natural resources provided by the environment, and different views on how they could be used sustainably.

  • Identifying some of the resources produced by the environment and where they come from, for example, water, food, and raw materials, fibres, timber and metals that make the things they use.

Level 4 achievement standard

Science– By the end of level 4, students will have an understanding on lifecycles and the development of living things, they will have a better understanding of the ecosystem and balance played by each organisim, they will also have learnt, the affects humans have had on the environment and how we impliment science to discover new ways to tackle things like habitat loss.

Geography – By the end of level 4, students will compare major countries and research the animals and native vegitation to understand the ecology of different climate zones, they will be albe to identify different types of vegitation within Australia and the role each zone plays in the ecosystem.

Level 5

SCIENCE UNDERSTANDING

Biological Science.

(ACSSU043) Living things have structural features and adaptations that help them to survive in their environment.

  • Explaining how particular adaptations help survival such as nocturnal behaviour, silvery coloured leaves of dune plants.
  • Describing and listing adaptations of living things suited for particular Australian environments.
  • Exploring general adaptations for particular environments such as adaptations that aid water conservation in deserts.

GEOGRAPHY

Geographical Knowledge and Understanding

(ACHGK033) The impact of bushfires or floods on environments and communities, and how people can respond.

  • Mapping and explaining the location, frequency and severity of bushfires or flooding in Australia.
  • Explaining the impacts of fire on Australian vegetation and the significance of fire damage on communities.
  • Researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of bushfires or flooding.

Level 5 achievement standard

Science– By the end of level 5, students wii have an understanding on the adaptations of living things to help them survive in their environment.

Geography– By the end of level 5, students will have an understanding of the affect of busfires and floods on environments such as loss of habitat and sutible housing and nesting sites.

Level 6

SCIENCE UNDERSTANDING

Biological Science.

(ACSSU094) The growth and survival of living things are affected by the physical conditions of their environment.

  • Investigating how changing the physical conditions for plants impacts on their growth and survival such as salt water, use of fertilizers and soil types.
  • Observing the growth of fungi such as yeast and bread mould in different conditions.
  • Researching organisms that live in extreme environments such as Antarctica or a desert.
  • Considering the effects of physical conditions causing migration and hibernation.

Level 5 achievement standard

By the end of level 6, students will have an understanding on how organisims survive in extreme environments and have a concept on the effects of physical conditions causing migration and hibernation.

Level 7

SCIENCE UNDERSTANDING

Biological Science.

(ACSSU111) There are differences within and between groups of organisms; classification helps organise this diversity.

  • Considering the reasons for classifying such as identification and communication
  • Grouping a variety of organisms on the basis of similarities and differences in particular features
  • Considering how biological classifications have changed over time
  • Classifying using hierarchical systems such as kingdom, phylum, class, order, family, genus, species
  • Using scientific conventions for naming species
  • Using provided keys to identify organisms surveyed in a local habitat

(ACSSU112) Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions.

  • Using food chains to show feeding relationships in a habitat.
  • constructing and interpreting food webs to show relationships between organisms in an environment.
  • Classifying organisms of an environment according to their position in a food chain.
  • Recognising the role of microorganisms within food chains and food webs.
  • Investigating the effect of human activity on local habitats, such as deforestation, agriculture or the introduction of new species.
  • Exploring how living things can cause changes to their environment and impact other living things, such as the effect of cane toads.
  • Researching specific examples of human activity, such as the use of fire by traditional Aboriginal people and the effects of palm oil harvesting in Sumatra and Borneo.

Level 5 achievement standard

By the end of level 7. students will have a understanding in why we classify organisims into groups and how the process is undertaken, they will have an understanding on food chains , the role of micro organisims and the effect on the ecosystem if the balance tips by invasive organisims.

Level 8

SCIENCE UNDERSTANDING

Biological Science.

(ACSSU149) Cells are the basic units of living things and have specialised structures and functions.

  • Examining a variety of cells using a light microscope, by digital technology or by viewing a simulation.
  • Distinguishing plant cells from animal or fungal cells.
  • Identifying structures within cells and describing their function.
  • Recognising that some organisms consist of a single cell.
  • Recognising that cells reproduce via cell division.
  • Describing mitosis as cell division for growth and repair.

SCIENCE AS A HUMAN ENDEAVOUR

Use and influence of science.

(ACHSE136) Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management.

  • Investigating how Aboriginal people recognise relationships in ecosystems by burning to promote new growth, attract animals and afford easier hunting and food gathering.

Level 8 Achievement Standards:

By the end of level 8, students will have an understanding on cells and will be able to distinglish the diffrence in plant, fungal and animal cells. They will also have investigated the use of burning off to generate new plant growth for ease of hunting and the posatives and negatives of burning off.

Level 9

SCIENCE UNDERSTANDING

Biological Science.

(ACSSU185) Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems.

  • Exploring interactions between organisms such as predator/prey, parasites, competitors, pollinators and disease.
  • Examining factors that affect population sizes such as seasonal changes, destruction of habitats, introduced species.
  • Considering how energy flows into and out of an ecosystem via the pathways of food webs, and how it must be replaced to maintain the sustainability of the system.
  • Investigating how ecosystems change as a result of events such as bushfires, drought and flooding.

Level 9 Achievement Standards:

By the end of level 9, students will have an understanding in the way organisims work together/ feed off each other to thrive such as bats and pollination, they will have researched preditor vs prey and have an understanding of factors that effect population size such as pest species, changes in weather and habbitat distruction.

Level 10

SCIENCE UNDERSTANDING

Biological Science.

(ACSSU184) The transmission of heritable characteristics from one generation to the next involves DNA and genes.

  • Describing the role of DNA as the blueprint for controlling the characteristics of organisms.
  • Using models and diagrams to represent the relationship between DNA, genes and chromosomes.
  • Recognising that genetic information passed on to offspring is from both parents by meiosis and fertilisation.
  • Representing patterns of inheritance of a simple dominant/recessive characteristic through generations of a family.
  • Predicting simple ratios of offspring genotypes and phenotypes in crosses involving dominant/recessive gene pairs or in genes that are sex-linked.
  • Describing mutations as changes in DNA or chromosomes and outlining the factors that contribute to causing mutations.

(ACSSU185) The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence.

  • Outlining processes involved in natural selection including variation, isolation and selection.
  • Describing biodiversity as a function of evolution.
  • Investigating changes caused by natural selection in a particular population as a result of a specified selection pressure such as artificial selection in breeding for desired characteristics.
  • Relating genetic characteristics to survival and reproductive rates.
  • Evaluating and interpreting evidence for evolution, including the fossil record, chemical and anatomical similarities, and geographical distribution of species.

AusVELS Guide - Foundation - Level 10

Foundation.

(ACSSU002) Living things have basic needs, including food and water.

  • Identifying the needs of human such as warmth, food and water, using students’ own experiences.
  • Recognising the needs of living things in a range of situations Such as pets at home, plants in the garden or plants and animals in bushland.
  • Comparing the needs of plants and animals.

Earth and Space Sciences

(ACSSU004) Daily and seasonal changes in our environment, including weather, affect every day life.

  • Investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals.

(ACSSU005) The way objects move depends on a variety of factors, including their size and shape.

  • Observing how the movement of different living things depends on their size and shape.

SCIENCE AS A HUMAN ENDEAVOUR

Nature and development of science

(ACSHE013) Science involves exploring and observing the world using the senses.

  • Recognising that observation is an important part of exploring and investigating the things and places around us.
  • Sharing observations with others and communicating their experiences.
  • Exploring and observing using hearing, smell, touch, seeing and taste.

Science Inquiry Skills

(ACSIS011) Explore and make observations by using the senses.

  • Use sight, hearing, touch. Taste and smell so that students can gather information about the world around them.

Foundation level achievement standard

By the end of the foundation level, students will have an understanding on living things and their basic needs eg: food and water, in a range of situations, they will have an understanding how changes in weather may affect animals such as pets animals that hybernate and migratory animals. They will also have an understanding on the movement of different living things depending on their size and shape.

Call 1300 438 945
Book your primary school wildlife incursion in today and get wild with 3 amazing animal encounters on offer.
Book Now!