Activity Introduction
Quick summary: Students explore the roles that scientists play in understanding the impacts of bushfires on flora and fauna. They begin by looking at how they understand science and the work of scientists before using the Flora, Fauna, Fire resource to explore the ways that different scientists work to explore the impacts of bushfires on flora and fauna. Students then create a job description for one of these scientists, before swapping this description with that of another student and writing a job application letter for this role.
In partnership with The Conversation, the Beyond the Bushfires series brings the words of scientists who are actively involved in research and science communication into classrooms throughout Australia. Students will explore evidence-based research embedded in the context of real-world practice.
Additional thanks to the Ian Potter Foundation, John T Reid Charitable Trusts and The Myer Foundation, for generously supporting the development of these lessons.
Learning intentions:
- Students understand what science is and the work that scientists do
- Students understand some of the different fields of science involved in bushfires, flora, and fauna
- Students recognise the ways that scientists are helping the broader community to understand the impact of bushfires on flora and fauna
- Students recognise the skills and qualities that they already have that could be used in a science-based role.
21st century skills:
Australian Curriculum Mapping
Content descriptions:
Year 7 Science
- People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121)
- Communicate ideas, findings and evidence-based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)
Year 9 Science
- People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)
- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
Syllabus outcomes: SC4-13ES, SC5-13ES, SC5-9WS
General capabilities: Critical and Creative Thinking, Literacy
Cross-curriculum priority: Sustainability OI.7.
Relevant parts of Year 7 Science achievement standards: Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. They communicate their ideas, methods and findings using scientific language and appropriate representations.
Relevant parts of Year 9 Science achievement standards: Students predict how future applications of science and technology may affect people’s lives. Students use appropriate language and representations when communicating their findings and ideas to specific audiences.
Topics: The Conversation, Beyond the Bushfires, Climate Change, Sustainability.
This lesson is part of the wider unit of work Beyond the Bushfires – Secondary.
Time required: 70 mins.
Level of teacher scaffolding: Medium – facilitate class discussion
Resources required:
- Devices with internet access for students (to access the Flora, Fauna and Fire resource)
- Interview Questions – printed double-sided, one copy for each student
- Letter writing tips
- Student Worksheets – one copy per student.
Keywords: Flora, Fauna, Fire, science, scientist, scientific method, jobs.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
Teacher Preparation
