Learning intentions: Students will...
- ... understand what succession is
- ... recognise how flora and fauna are adapted to bushfires.
Success criteria: Students can…
- ... know what succession is and how a habitat might regenerate after a bushfire
- ... create a succession model to show the process of succession after a bushfire
- ... undertake and communicate research in support of their model
- ... work independently and collaboratively
- ... think critically about research and reflect on their findings.
Teacher content information: This lesson uses the Flora, Fauna Fire resource from The Conversation. This resource examines and describes the impacts of the Black Summer bushfires on native flora and fauna species.
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 challenging questions about values and beliefs tha...
Thought Starter: How have humans adapted to bushfires?
Activating Prior Knowledge
Work independently to have a go at answering the following questions, recording your answers in column A of the table below:
|Column A - Your answer||Column B - Any new ideas|
|What is adaptation?|
|What is an ecosystem?|
|What is ecosystem regeneration?|
|What is ecological succession?|
|What is primary succession?|
|What is secondary succession?|
You can then turn to a partner to share and discuss your thoughts. Add any new ideas to column B of the table.
Adaptation to Fire
1. Three facts about eucalyptus trees and bushfires
2. Three facts about other plants and bushfires
After the Fire - Fauna
1. Read this article and watch this clip and wo...
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