Activity Introduction

fireQuick summary: Students will explore the ways in which Australia’s Indigenous people interacted with one of their environment’s key natural energy resources – fire. They will also investigate the ways in which electrical energy does some of the jobs previously achieved by fire, and will explore fire safety.

Activity developed in partnership with  tasmania_hydro_200x84_300pxl

Hydro Tasmania has been at the forefront of clean energy innovation for one hundred years. It is Australia’s largest producer of clean energy – generating hydro and wind power – and the largest water manager. Hydro Tasmania has 55 major dams, operates 30 hydropower stations and has built some of Australia’s largest wind farms.

Hydro Tasmania also sells energy in the National Electricity Market through its retail business Momentum Energy, and sells its expertise internationally through its consulting business Entura. Visit the Hydro Tasmania website to learn how the business is working towards Australia’s clean energy future.

Learning goals:

  • Students understand that fire is an energy source that shaped the histories and cultures of Indigenous Australians prior to European contact.
  • Students recognise fire and electricity as two sources of energy that involve certain hazards that must be approached responsibly.

General capabilities: Literacy, Critical and creative thinking, Ethical understanding, ICT skills.

Cross-curriculum priority: Sustainability OI.8., Aboriginal and Torres Strait Islander histories and cultures OI.5, OI.6.

Australian Curriculum content descriptions:

Year 3 History

  • ONE important example of change and ONE important example of continuity over time in the local community, region or state/territory; for example, in relation to the areas of transport, work, education, natural and built environments, entertainment, daily life (ACHHK061).

Year 4 History

  • The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) (ACHASSK083)

Year 3 & 4 PDHPE

  • Identify and practise strategies to promote health, safety and wellbeing (ACPPS036).
  • Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040).

Syllabus Outcomes: HT2-1, HT2-2, HT2-3, HT2-4, HT2-5,  SLS2.13 

Topic: Hydro Tasmania, Energy.

Time required: 60 mins.

Level of teacher scaffolding: Medium – oversee activity.

Resources required: Internet access, double-sided copies of the Ancient and modern energy sources – student worksheet (one copy per group).

Digital technology opportunities: Digital sharing capabilities.

Homework and extension opportunities: Includes opportunities for homework and extension.

Keywords: Indigenous, fire, electricity, Hydro Tasmania.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

tarraleah-penstocksTeacher preparation

Overarching learning goal: This lesson is designed to encourage students to think of fire as an energy source that has helped to shape the histories and cultures of Indigenous Australians prior to European contact. Students will recognise fire and electricity as two sources of energy that involve certain hazards that must be approached responsibly.

Teacher background information: Energy is the lifeblood of our modern life. It gives us light and keeps our food fresh. It powers our industry, fuels our cars, and charges our iPhones. Our energy is produced by burning fossil fuels and this has a range of environmental, social and economic impacts. One of the most significant is the emission of greenhouse gases. A solution is the transition to clean energy sources. The brilliant thing is that we have huge amounts of free, renewable and clean supplies of natural energies. These include sunlight, wind, running water, oceans and underground hot rocks.

According to the Cle

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