Home/Curriculum resources/Understanding plants and animals/Inquiry-based learning questions
Learning Area:
Science
Year level:
Level 6
Inquiry-based learning questions
This activity is a part of the Understanding plants and animals resource.
Songwarbler perching on a branch. Canberra, Ngunawal country. Photographer: Anna Calvert. Source: Getty Images. Used under licence.
These inquiry-based questions are provided for flexible classroom use, allowing teachers to tailor discussion and reflections specific to their classroom needs
Inquiry questions
What are the common fire-dependent Australian native flora species that are impacted by Aboriginal and Torres Strait Islander traditional fire practices?
What are the common fire-sensitive Australian native flora species that are impacted by Aboriginal and Torres Strait Islander traditional fire practices?
How do Aboriginal and Torres Strait Islander People use fire to promote and distribute plants and animals across ecoregions or landscapes?
How do Aboriginal and Torres Strait Islander People use fire to create the right conditions for fire-dependent and fire-sensitive species of flora?
Under what conditions do particular seeds germinate?
What is the role of ash in Aboriginal and Torres Strait Islander fire traditions that are used to manage flora and fauna communities in their Country?
Related activities within this resources:
Conceptual-based question cards
Engage with a variety of conceptual-based questions which explore the impact of fire practices on plants and animals.
Activity 1 - Seed germination
We’ve all seen nature spring back into life after a fire. In this resource students will investigate the effect of ash on the germination of native seeds and how fire can be used in productive ways.
Suggested timing:
Occurs over a week or more, with something to monitor for the class across this time span.
Required resources:
Native seeds, Banksia spp. seeds, dry leaf litter, BBQ area or fire pit, fire lighters, plastic petri dishes, ash
Activity 2 - Diamond Ranking
Students will need to draw upon their critical thinking skills and express their perspective when ranking statements about Indigenous fire practices.
Required resources:
Scissors
Activity 3 - Exploring ecosystems before and after a controlled burn
Students can select an ecosystem, draw and explain what happens to the ecosystem before and after a controlled burn, linking this back to supporting biodiversity.