Beyond the Bushfires - Tuning In

Australian Curriculum content descriptions: 

Year 7 Science:

• Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223)
• Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence (ACSIS130)
• Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)

Year 9 Science:

• Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)
• Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)
• 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: SC4-17CW, SC4-7WS, SC4-9WS, SC5-12ES, SC5-7WS, SC5-8WS, SC5-9WS

General capabilities: Literacy, Critical and Creative Thinking 

Cross-curriculum priority: Sustainability OI.2.

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 summarise data from different sources and communicate their ideas, methods and findings using scientific language and appropriate representations.

Relevant parts of Year 9 Science achievement standards: Students describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives. They use appropriate language and representations when communicating their findings and ideas to specific audiences.

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

Time required: 60 mins

Level of teacher scaffolding: Medium – facilitate class discussion

• Bushfire questions
• Coloured pencils/markers
• Devices with internet access for students (to access the Flora, Fauna, Fire resource)
• Student Worksheets – one copy per student

This lesson is designed to build students’ competencies in the following skills:

• Communication
• Critical thinking
• Digital literacy   

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.