Teacher Instructions

Work through this resource material in the following sequence:

5 minutes

Tune in: Activating prior knowledge

20 minutes

Find out: Identifying actions for helping biodiversity

30 minutes

Take action: Enacting plans to protect biodiversity

5 minutes

Reflection

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

Tune In: Activating prior knowledge

Step 1. Discuss:

What do you already know about cool burning?
Where does the term comes from?
How is it done?
Who is it performed by?
Can you think of any environmental/cultural/economic benefits?

Find Out: Identifying actions for helping biodiversity

Step 1. Explain:

Cool burning is 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.
Cool burning practices are one way that land managers can look after the natural environment and biodiversity.
Conducting a cool burn requires deep knowledge of a landscape, the climate and the weather

Step 2. Explain:

What are the environmental benefits of cool burning? Cool burns are gentle on the natural environment, especially when compared to hot burns, like bushfires.
Wildlife - Animals have the chance to escape and their homes aren’t destroyed in the fire.
Vegetation - Plants aren’t scorched and are able to regrow (many plants require a cool burn to regenerate), and fallen logs and branches remain.
Soil - Microbes and seeds in the soil aren’t destroyed and can continue to support regeneration.

Step 3.

Independently, students will now conduct research into what actions they can take in their own neighbourhoods to help conserve and improve biodiversity.The research should focus on:

Wildlife (including mammals, amphibians, insects, birds and fish)
Vegetation

Students could work in small groups to conduct their research.

You could assign groups with one of the two points or each group could look at both points.

Encourage students to look for research around helping the biodiversity in their local areas (e.g. council area or state) as it may be that particular animals or plants require specific actions or support. Invite students to record any actions that interest them, no matter how big or small.

The research could be conducted online or in the library. When conducting research online suggest to students they could use the following search term: How to help (wildlife/vegetation) in (our area)? When conducting research online, remind students of the Online Search Strategies. The following resources could be used (also available on the Student Worksheet):

Step 4.

Create a table on the board with two columns labelled ‘Wildlife’ and ‘Vegetation’.As a class, add students' findings to the table.

Step 5.

Now work with students to start thinking about which actions could be:

Individual actions - which ones could you do on your own? Label these with an ‘I’.School actions - which ones could you work together on in your school? Label these with an ‘S’.

Some examples of actions are included in the table below. You may find that some actions are suitable for both categories:

Vegetation

Wildlife

Plant a tree - I, S
Remove weeds - S
Grow native plants - I, S
Create a schoolyard biodiversity trail to show people where different native plants and animals can be found at your school - S
Stop using single-use plastics that can litter and harm our environment - I, S
Walk or ride sometimes instead of driving to reduce the amount of pollution in our air - I

Make a nesting box - S
Create a frog bog - S
Build a lizard lounge - S
Create a schoolyard biodiversity trail to show people where different native plants and animals can be found at your school - S
Clean up a local park or creek - S
Participate in a citizen science activity (e.g. Backyard Bird Count) - I, S
Stop using single-use plastics that can litter and harm our environment - I, S
Walk or ride sometimes instead of driving to reduce the amount of pollution in our air - I
Choose sustainably sourced seafood - I
Leave out clean water for plants and animals - I, S

Take Action: Enacting plans to protect biodiversity

Step 1.

Students will now select one of the individual actions listed on the board that they would like to pledge to take on for themselves.

When choosing an action, explain to students they will have a set amount of time to try and achieve this action (e.g. three or six months).

Reassure students that making change can be hard, so while they should aim high they should also think about how they will achieve this action. Alternatively, it could be useful to pick an action that they know they can achieve more easily (such as leaving out fresh water for native animals).

You could encourage students to select one action for vegetation and one action for wildlife, or just one action overall.

Step 2.

Distribute one copy of the Student Worksheet to each student and invite them to record their action in the space provided on the Student Worksheet.

Step 3.

Independently, students think about:

Which of your skills and interests will you use in delivering on your action?
What further information and what materials might you need to be able to complete this action?
How can you get this information or these materials?
For example, do they need to find out what types of seafood are sourced sustainably? Or do they need access to a device to conduct a citizen science survey?
If they are unsure about how or if they can source this information or these materials, suggest that they might need to refine or alter their idea.

Students record this information on the Student Worksheets.

Reflection

Discuss:

Which of your skills and interests will you use in delivering on your action?

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?

How Can Individuals Help Biodiversity?

Go to

Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Partner acknowledgement

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

Additional Info

Related Professional Learning

In this lesson