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Activity teacher notes 3.1

3.1 Protecting special places

Levels: LP, P, S
Focus curriculum areas: Society and history
Supporting curriculum area: English/literacy
Key concepts: Communicating, rules, social responsibilities

boy holding a sign - My Bush

Understanding goals

To raise student awareness of the community effort involved with looking after land.

For students to speculate about what community land would be like without any guidelines/rules.

Students practice avoiding confrontation.


What are the rules of the school grounds? Why we have them?

Discuss rules you have for your own back garden. How do they differ from the school grounds?



Choose your favourite piece of land. It may be a picnic spot, relative's block, grandparent's farm, local bush or a place you like to visit.

1. What are you allowed to do there? What are you not allowed to do there? Think about rubbish, fires, buildings, trees, shrubs and animals. List any rules or guidelines that you or your family have made to look after that land.

2. Research and list as many laws as you can about Tasmanian wildlife.

3. Can you think of some extra rules that would benefit the wildlife and plants? Write them down and share them with a partner, or share with the class and list on the board.

4. What would your favourite piece of land be like without these rules?

5. Make a copy of the Background note 3a - Rules for park visitors. Compare these rules to your rules.

  1. Students make dot points about why they think each (or one) rule is necessary. You may need to do some research on the web or in the library.
  2. Predict the effects of people not following the rule.
  3. List any reasons you may have for disagreeing with the rule.
  4. Present your findings to the class.

6. Choose one of our national park rules for visitors. Design a poster or a sign to explain that rule to visitors. Class groups should choose different rules. You may wish to use symbols.

Changing our behaviour

volunteer on a coastline reserve

7. Think/pair share: Imagine you are enjoying watching a video and someone wants to watch something different on the tv. Brainstorm a list of possible outcomes and the sorts of conversations that would lead to those different outcomes.

8. Discuss how you like your parents to tell you to do something differently.

  1. What approaches do you respond well to? What approaches annoy you? How can you avoid confrontation?
  2. In pairs role-play the model parent asking a child to clean up their bedroom.
  3. Role-play the model child asking their parent for a ride somewhere when you know they are busy.

9. In pairs, role-play a ranger and someone walking their dog in a national park. Choose and play the same person for a and b.


    The ranger begins by telling the dog owner exactly and clearly what the rules are and what the dog owner must do. (3 mins)
  1. Start with the ranger being friendly, polite and nice to your dog. Assume the owner didn’t realise that dogs were not allowed, and wants to do the right thing. The ranger will explain clearly all the reasons why it is not a good idea. The ranger may also suggest another place nearby where the person can go instead. (3 mins)
  2. Discuss which method you think was most effective. How did you feel about being the ranger in each case? How did it feel being the person with the dog?
  3. Swap roles so the person with the dog becomes the ranger and repeat role-plays a and b.

10. Role play a scenario where animals are being harmed (e.g. fishing using frogs as bait).