Activity Introduction


Quick summary: Students investigate the importance of preservation, maintenance and what makes a community resilient. They will develop and present an idea for a healthy and resilient community that considers the connection to land, culture, various stakeholders, safety, communication, economy, and healthy landscapes.

Subjects: Design and Technology.

Year Level: 7 & 8.

Topics: Creative Thinking, Sustainability, Climate Change and STEM.

Teaching Time: 90 minutes.

21st-century skills: 

CommunicatingCreative ThinkingCritical ThinkingEntrepreneurshipGlobal CitizenshipProblem FindingProblem SolvingTeam Work  

Australian Curriculum Mapping

Content descriptions: 

Year 7 & 8 Design and Technologies:

  • Analyse how people in design and technologies occupations consider ethical and sustainability factors to design and produce products, services and environments (AC9TDE8K01).

Syllabus outcomes: T4.1.2.

General capabilities: Literacy, Critical and Creative Thinking and Intercultural Understanding.

Cross-curriculum priority: Sustainability and Aboriginal and Torres Strait Islander Histories and Cultures.

Relevant parts of Year 7 & 8 achievement standards: By the end of Year 8, students explain factors that influence services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques.

Level of teacher scaffolding: Medium – The teacher will be expected to facilitate conversation and help students undergo a design process to create the warning system. 

Resources required:

Related Professional Development: We encourage you to undertake the free PD Course How to teach a unit on fire and flood resilience for tips on how to best deliver this lesson.

If you’re concerned about the challenging nature of these topics, consider the free PD Course How to approach trauma in the classroom for information on how best to support your students.

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


Teacher Worksheet

Fire&flood_lessonframeTeacher Preparation

Handling Sensitive Topics:

While presenting the lesson, you may notice that students could develop heightened emotions as you uncover the physical and psychological effects of hazards and disasters. Resilience, rebuilding and hope are essential learnings from the lessons. Therefore, it is vital to create a psychologically safe place for students to discuss and debrief, shall they need to. The tasks can be activating for some students and could trigger old memories that some students may find challenging to revisit or process. You should direct students to a school counsellor if they require additional support and read through the Handling Sensitive Topics and Issues for more information. 

Delivery of Lessons:

The Years 7 to 8 Design and Technology lessons will encourage students to explore the essence of sustainable and resilient design and how to improve the resilience of communities that have or may be affected by natural disasters. Students will analyse curre

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Student Worksheet

Thought-starter: How important is a resilient community?

1. Video Analysis

Watch the video:  Indigenous fire methods protect land before and after the Tathra bushfire and answer the following questions:

​​a. What is the difference between cool burning and hazard reduction burning?

b. Describe two or three benefits of cultural burning to the environment and community?

c. Explain the issue created by the spread of bracken fern.


d. What grows back as a result of cool burning? What is the benefit of this?



Watch the video: Towards Two Billion Trees | WWF-Australia and answer the following questions:

a. Describe two or three benefits of planting two billion trees to the environment and community.

​​b. Why does tree clearing occur?

c. Explain what the statement ‘within each tree, there are stories that span generations’ could mean.

d. Referring to the statement above, what else are they trying to protect other than the environment?

2. Resilient Commun

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