Activity Introduction
Quick summary: Students are introduced to the topic of bushfires and the Flora, Fauna, Fire resource from The Conversation. Students begin by thinking about the term ‘bushfire’ and completing a CSI activity to tune them into the topic. They then work collaboratively to develop discussion guidelines that can be used in this lesson and other lessons in this unit. Students then explore facts about bushfires, before spending time exploring the Flora, Fauna, Fire resource. Students can produce a poster or infographic to communicate their findings and reflections.
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 what a bushfire is
- Students will recognise some of the causes and impacts of bushfires
- Students will become familiar with the Flora, Fauna and Fire resource.
21st century skills:
Australian Curriculum Mapping
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.
Topics: Climate Change, The Conversation, Beyond the Bushfires, Sustainability.
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
Resources required:
- Bushfire questions
- Coloured pencils/markers
- Devices with internet access for students (to access the Flora, Fauna, Fire resource)
- Student Worksheets – one copy per student.
Keywords: Flora, Fauna, Fire resource, bushfires, facts, CSI.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
Teacher Preparation
