Beyond the Bushfires - Survival Habitats - Science - Year 6

Activity Introduction

Quick summary:

Native Australian fauna is intrinsically linked to the unique and specific conditions of the landscapes in which they spent centuries evolving and adapting. Bushfires dramatically alter those habitats. The challenge for scientists such as Mark Lintermans is not only to restore these habitats in the wake of a bushfire but to recreate the habitats to temporarily house some species and ensure their survival.

Students will study the impact of bushfires on the habitats and way of life of species that call them home before applying this understanding in the creation of a temporary habitat to relocate and captively breed species threatened by bushfires.

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 will…

… understand the impact of bushfires on the Australian landscape, flora, and fauna
… understand the work scientists are undertaking to protect and preserve the Australian landscape, flora, and fauna in the wake of bushfires
… understand the variety of ways fauna depend on their habitat for survival.

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Years 6 Science:

The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)
Sudden geological changes and extreme weather events can affect Earth’s surface (ACSSU096)
Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE100)

Years 5 & 6 Visual Arts:

Develop and apply techniques and processes when making their artworks (ACAVAM115)
Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)

Syllabus outcomes: VAS3.2, VAS3.1, ST3-11LW, ST3-9ES, ST3-7PW

General capabilities: Literacy, Critical and Creative Thinking

Cross-curriculum priority: Sustainability

Relevant parts of Year 6 Science achievement standards: Students explain how natural events cause rapid change to Earth’s surface. They describe and predict the effect of environmental changes on individual living things. Students explain how scientific knowledge helps us to solve problems and inform decisions.

Relevant parts of Year 5 & 6 Visual Arts achievement standards: Students explain how ideas are represented in artworks they make and view. Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks.

Topics: Climate Change, The Conversation, Beyond the Bushfires, Sustainability.

This lesson is part of the wider unit of work: Beyond the Bushfires – Primary

Time required: 95 mins.

Level of teacher scaffolding: Medium – facilitate class discussion and support students in independent research.

Resources required:

Art supplies – Coloured pencils and textas
Article – The Conversation – Double trouble: this plucky little fish survived Black Summer, but there’s worse to come
Article – The Conversation – Scientists find burnt, starving koalas weeks after the bushfires
Carboard box such as a shoebox – one per student
Coloured paper
Device capable of independent research, such as an iPad or laptop – one per student
Device capable of presenting a video to the class
Gluesticks
List of 119 species that scientists have recommended are in need of immediate intervention
Scissors
Student Worksheets – one copy per student
Toothpicks
White paper
Whiteboard.

Keywords: stocky galaxias, fish, snowy 2.0, dam, ecosystem, habitat, bushfires, koalas

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

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students will…

... understand the impact of bushfires on the Australian landscape, flora, and fauna
... understand the work scientists are undertaking to protect and preserve the Australian landscape, flora, and fauna in the wake of bushfires
... understand the variety of ways fauna depend on their habitat for survival.

Success criteria: Students can…

... conduct independent research
... identify ways in which the survival of species of native fauna has been threatened by the impact of bushfires on their habitats
... think critically and creatively to apply human intervention to assist fauna in surviving bushfires by designing artificial habitats conducive to their survival, as well as other interventions.

Teacher content information:

Important: Talking about bushfires often involves addressing sensitive issues. Bushfires are innately linked to death and dying, and as such, may evoke strong emotions, opinions, or raise

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Student Worksheet

Thought starter: "2020 will go down in history as the year the (stocky galaxias) was saved from fire, then condemned to possible extinction." - Mark Lintermans

1. Read The Conversation - Double trouble: this plucky little fish survived Black Summer, but there’s worse to come by Mark Lintermans.

2. Use the following table to take notes on the various threats to the stocky galaxias' habitat.

THREATS TO THE STOCKY GALAXIAS

Explain how these things are making it hard for the Stocky Galaxias to survive.

POSSIBLE PREVENTATIVE MEASURES

What can be done to help counteract or stop these threats to the Stocky Galaxias?

Food Source:

Predator:

Damage to habitat

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Activity: Beyond the Bushfires – Survival Habitats – Science – Year 6