Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune in: Activating prior knowledge

20 minutes

Find out: Cool Burning independent investigation

20 minutes

Find out: Presenting our findings

10 minutes

Reflection

Learning intentions

Students will...

examine how particular structural features and behaviours of living things enable their survival in the specific habitat of the Australian tropical savannah.

Success criteria

Students can...

explain how Aboriginal and Torres Strait Islander peoples use fire to manage the landscape in the savannah, and how flora interacts with this element.

Tune In: Activating prior knowledge

Step 1

Begin by asking students to think about the different types of landscapes or ecosystems that they know of. Keep a list on the board. For example:

Rainforest
Desert
Grassland
Rocky shoreline
Forest

Step 2

For some of the examples, discuss:

What are conditions like in this ecosystem?
Where is it?
What flora and fauna might be found there?

For example:

Rainforest - tall evergreen trees, high rainfall, lush and green

Step 3

If students haven't already suggested it, put 'savannah' up on the board.

Discuss:

What are conditions like in this ecosystem?
Where is it?
What flora and fauna might be found there?

Find Out: Cool Burning independent investigation

Step 1. Explain:

The tropical savannah of Australia is a region in the north of Australia defined by a tropical climate and a landscape made up of small trees and shrubs and grasses covering the ground.

Step 2. Watch:

Restoring Country with cool burns from Cool Australia

Step 3. Watch:

Australian Tropical Savanna Visual Explainer

As you view the presentation, take the time to discuss the questions on each slide, looking for clues in the photographs.

Step 4

Organise the class into small groups (four or five students).

Step 5

Distribute the Student Worksheet and the Factsheet - About The Savanna.

Step 6

Using the Factsheet - Savanna Regions, assign each group a region in the savanna.

Students will independently investigate their given region. On the Student Worksheet there are some questions about their region’s features, such as climate, plants, animals and vegetation and the role of fire and human interactions to help guide their research.

Take Action: Presenting our findings

Step 1

Once students have conducted the research required to answer the questions on the Student Worksheet, groups can begin preparing a labelled illustration of their specific savanna region. This illustration should highlight the main features of their region including:

vegetation
wildlife
climate
the role of fire
human interactions with the savanna
a map of the region. This should be a map of Australia where the distribution of all Australian savanna areas are shaded and there is an outline of the specific region they investigated.

Step 2

Each group should show their illustration in a short (one to two minute) oral presentation.

Encourage other groups to ask questions about the work of other groups, remembering the following:

Reflection

Discuss:

What do we know about the role of fires in the savanna?
What did we find out about how Aboriginal and Torres Strait Islander peoples use fire to manage the landscape in the savanna?

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.

Teacher reflection

Take this opportunity to reflect on your own teaching:

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

The Australian Tropical Savannah

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Summary

Learning intentions:

Students will...

Success criteria:

Students can...

Partner acknowledgement

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