Teaching Sequence

Work through this resource material in the following sequence:

10 minutes

Tune in: Activating Prior Knowledge

20 minutes

Find out: Benefits of Cool Burning

20 minutes

Take action: News Article Writing

10 minutes

Reflection

Please make sure to read the About Cool Burning fact sheet.

Tune In: Activating prior knowledge

Step 1. Discuss:

What is environment? The complex of physical, chemical, and biotic factors (such as climate, soil, and living things) that act upon an organism or an ecological community and ultimately determine its form and survival" (source)
What is culture? "The way of life, especially the general customs and beliefs, of a particular group of people at a particular time" (source)
What is the economy? "The system of trade and industry by which the wealth of a country is made and used" (source)

Think Pair Share

Think pair share is a collaborative learning strategy in which students work together to solve a problem or answer a question.

Think - students independently think about an issue or question and record their thoughts.

Pair - students work in pairs to discuss their ideas and record new thoughts.

Share - students share their thoughts with the whole group or with other pairs to reach consensus.

Find Out: Benefits of Cool Burning

Step 1

Explain to students they will be applying their understanding of environment, culture and economy (the three principles of sustainability) to the context of cool burning. Where students aren't familiar with the concept of cool burning, you could share the following:

Cool burns are a land management technique. Started soon after the wet season, before the grass completely dries out, cool burns do not damage plants, seeds or animals to any significant extent.

During a cool burn, the grasses on the ground burn slowly, allowing most of the small animals to escape. Seedlings, green grass, tree trunks and fallen logs are not burnt or damaged. The rising heat from the burning grass usually won’t singe the eucalyptus leaves above. Overnight, the cool moisture in the air will put out any remaining fires before the morning.

The practice of cool burning has been used by Aboriginal and Torres Strait Islander peoples for many thousands of years. However, in recent years, scientists from around the world have become more and more interested in these practices as one way of managing devastating bushfires.

The practice of cool burning has been used by Aboriginal and Torres Strait Islander peoples for many thousands of years. However, in recent years, scientists from around the world have become more and more interested in these practices as one way of managing devastating bushfires.

Step 2

Watch these three clips about caring for Country:

Caring for Country - (http://vimeo.com/79463043)

Why I care for Country - (http://vimeo.com/79474017)

Benefits for community - (https://vimeo.com/79463044)

Historical burning - (http://vimeo.com/79466988)

Once complete, engage students in a brief discussion to highlight some examples of cultural, environmental and economic benefits.

Take Action: News article writing

Step 1

Independently, students that they are to investigate and report on three benefits that result from cool burns in the tropical savanna - one cultural, one economic, and one environmental.

Students can use the information in the Tips For Writing A Great News Article to guide the creation of their news article.

You can assess students' work with this rubric: News Article Assessment Rubric.

Suggested sources to guide research (also available on the Student Worksheet):

Students can begin by creating a rough draft in bullet point/note form, and could follow this structure:

The benefit being investigated, a brief overview of this benefit, and why this benefit has been chosen (why is it interesting to students)
Details about the benefit (how does it work and who benefits)
What students find most interesting
What they would like to know more about.

Step 2.

Once students have completed their rough draft, invite them to pair up with a classmate to share their drafts. They should do this by creating a brief presentation of their ideas and should practise their oral presentation skills. Students should make appropriate choices in vocal modality and emphasis.

Students will pair-share their draft with another class member.

Afterwards, the presenter will ask the listener the following questions:

Can you summarise the specific benefit of cool burning that I selected?
Was that benefit cultural, environmental or economic?
Which did you find most interesting about my ideas?
What needs more detail or what could be improved?

Allow students time to incorporate feedback and to create their final versions of their reports.

Reflection

Ask students to work independently to reflect on the activity by answering the following questions (also available on the Student Worksheet):

Did you identify any overlap between cultural, economic and environmental benefits?
What information did you discover that was new to you?
What was connected to what you already knew?
What vocabulary did you come across that was new or unfamiliar?
Think about your presentation. Discuss how reporters make their news items interesting. What else happens when a reporter speaks?

Teacher Reflection

Take this opportunity to reflect on your own teaching:

• What did you learn about your teaching?
• What worked well?
• What didn't work well?
• What would you share?
• Where to next?
• How are you going to get there?

Benefits of Cool Burning (Secondary)

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