Quick summary: Students investigate the conditions that are required to start and sustain fires. They apply the concept of the fire triangle to identify the three requirements for starting and sustaining a fire. They describe different kinds of fires, including hot and cool burning.
- Students recognise the differences between hot and cool burning.
- Students understand how a fire triangle model can be used to communicate the elements needed to create and sustain fire.
- Students understand the main steps and safety considerations in designing a fire demonstration.
General capabilities: Critical and creative thinking, intercultural understanding.
Australian Curriculum content descriptions:
Year 5 Science:
- Solids, liquids and gases have different observable properties and behave in different ways (ACSSU077)
- Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena (ACSHE081)
- With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS231)
- With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS086)
- Use equipment and materials safely, identifying potential risks (ACSIS088)
- Compare data with predictions and use as evidence in developing explanations (ACSIS218)
- Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS093)
Year 6 Science:
- Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095)
- With guidance, plan appropriate investigation methods to answer questions or solve problems (ACSIS103)
- With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be (ACSIS232)
- Use equipment and materials safely, identifying potential risks (ACSIS105)
- Compare data with predictions and use as evidence in developing explanations (ACSIS221)
- Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)
Syllabus outcomes: ST3-4WS, SST2-7PW, ST3-12MW.
Topic: Cool burning
Time required: 40 – 70 minutes depending whether teacher gives a demonstration.
Level of teacher scaffolding:
- If students are designing their own experiments, they must be designed and then reviewed by the teacher.
- Consider doing experiments with individual groups, one at a time.
- If a safe experimental environment can’t be guaranteed, consider giving a teacher demonstration.
Resources required: Candles that won’t fall over or can be fixed in position, matches, taper candles to light larger candles, hand water pump sprayer and Pyrex beakers, Internet access, Student Worksheet.
Assessment: The rubric attached is a method for monitoring students’ learning based on chosen criteria and guidelines.
Prior learning: Camp fires, cooking fires, wildfires, matches, candles, fuel lamps and other burning processes.
Safety: Ensure that your students are aware of the safety issues surrounding fire and supervise them closely.
Homework and extension opportunities: Includes opportunities for homework or extension – examine the work of your state’s firefighters.
Keywords: fire, oxygen, chemical reaction, heat, flame, smoke
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum. There is great diversity in histories and cultures among Aboriginal and Torres Strait Islander peoples throughout Australia. This resource includes investigations into and information about some of them. It has an emphasis, but not an exclusive one, on the histories and cultural practices of the Aboriginal peoples of the Northern Territory. It is underpinned by consultation with Aboriginal communities in various parts of Australia.
Special thanks to:
Fish River Station, John Daly, Dr Jeremy Russell-Smith, Peter Jacklyn, Peter McConchie, Dr Tommy George, David Claudie, Dale Musgrave, Carolyn George and Victor Steffensen.
Made possible by: