Learning intentions: Student will...
- … understand the cultural and environmental benefits of using cool burning to manage Country.
Success criteria: Students can…
- ... participate in group and class discussions
- ... write a news articles
- ... work collaboratively and independently.
Teacher content information: In Australia, 23-25% of the land is covered in tropical savanna. Each year in the late dry season, hot fires sweep through a large proportion of this area. Hot burns result in about 25% of the landscape being burnt, which contributes between 1% and 3% of Australia’s greenhouse gas emissions (Note: this figure just accounts for nitrous oxide and methane rather than the total emissions that includes any carbon dioxide not absorbed by new growth). Before European contact, Aboriginal And Torres Strait Islander peoples people of the tropical savanna managed Country using fire during the early dry season. Over the past ten years Aboriginal And To...
Thought starter: "Australia’s Black Summer was unprecedented in scale and harm. The bushfire season was the worst on record for New South Wales in terms of the scale of the bushfires, the number of properties lost and the amount of area burned." - Climate Council
Learning Through Story
Watch the following clips and complete the 3-2-1 Thinking Routine below:
VIDEO 1: Traditional knowledge is the solution - http://vimeo.com/79474014
VIDEO 2: Historical burning -http://vimeo.com/79466988
VIDEO 3: Working with scientists - http://vimeo.com/79474018
Respond to the clips using the prompts below:
What are three thoughts you have about the history of cool burning?
What are two questions you have about cool burning?
What is one issue you have identified about cool burning?
Investigating the issues
You will now work in groups or pairs to write a short newspaper article based on one of the clips viewed earlier. You need to wri
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