Activity Introduction

kangaroos-biodiversity-heroQuick summary: This reflection activity helps students to consolidate their thinking about cool burning and to explore how and why their thinking might have changed.

Australian Curriculum content descriptions: This activity can be used with all content descriptions of the Australian Curriculum.

Activity Type: Assessment, reflection.

Time required: 30 minutes

Level of teacher scaffolding: Low – assess student outcomes.

Resources required: Internet, digital worksheet, results from other lessons.

Extension opportunities: If you diagnose gaps in students’ knowledge, complete extension work.

Keywords: cool burning, visual thinking tool, reflection, assessment 

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.  

Special thanks to:

Fish River Station, John Daly, Dr Jeremy Russell-Smith, Peter Jacklyn, Peter McConchie, Dr Tommy George, David Claudie, Dale Musgrave, Carolyn George and Victor Steffensen.

Made possible by:


Teacher Worksheet

Teacher preparation:

Overarching learning goal: Students reflect upon and consolidate their knowledge of the concepts introduced in the Cool Burning unit.

Teacher content information: This visual thinking tool can be useful in consolidating learning as students identify their new knowledge, opinions, and beliefs. By examining and explaining how and why their thinking has changed, students are developing their reasoning abilities and are recognising cause and effect relationships.

Key points upon which students may reflect:

  • For tens of thousands of years Indigenous Australian people have actively managed the savanna using fire.
  • Indigenous Australians' knowledge of the seasons and local conditions have enabled them to produce cool burns.
  • Cool burns are started soon after the wet season when the grass has had enough time to brown off. These cool burns benefit the environment and the traditional ways of life of Indigenous Australian people.
  • Cool burns do not damage plants, seeds o
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Student Worksheet

Spend a moment thinking about all the things you have learnt about cool burning and Indigenous Australian land management.

For example:

  • What did you learn about the savanna?
  • What did you learn about cool burning?
  • What did you learn about how ecosystems respond to cool burns as opposed to hot burns?
  • What did you learn about how Indigenous Australians manage their land?

Reflect on how your thinking has changed by completing the table below.

I used to think …

but now I think …

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