Activity Introduction

The Fire Triangle Model – Science – Year 5

Lesson Summary


Students investigate the conditions that are required to start and sustain fires, and how these three elements impact the practice of cool burning. 

Learning Intentions:

Students will…

  • understand the three conditions required to start and sustain fires
  • understand the differences between hot and cool burning.

Success Criteria:

Students can…

  • conduct experiments that demonstrate the importance of a number of variables in sustaining a fire. 

Lesson Details


  • Communicating
  • Critical Thinking
  • Cultural Understanding
  • Teamwork

Australian Curriculum (v9.0) content descriptions – Science

Students learn to:

plan and conduct repeatable investigations to answer questions, including, as appropriate, deciding the variables to be changed, measured and controlled in fair tests; describing potential risks; planning for the safe use of equipment and materials; and identifying required permissions to conduct investigations on Country/Place (AC9S5I02)

Cross Curriculum Priority: SustainabilityAboriginal and Torres Strait Islander Histories and Cultures

Relevant parts of Year 5 achievement standards:

By the end of Year 5, students plan safe investigations to identify patterns and relationships and make reasoned predictions. They identify variables to be changed and measured.

Level of teacher scaffolding: High – review students’ knowledge and identify their misconceptions, assist students with simple chemistry concepts, assess student outcomes.

  • Demonstration materials, such as 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
  • Device capable of presenting a website to the class
  • Fire Factsheet
  • Fire Triangle Image
  • Lab Safety Rules
  • Student Worksheet – one copy per student.

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.

Cool Australia would like to acknowledge the support of the Bennelong Foundation in updating these lessons.

Teach Caring for Country Using Fire

Quick summary: In this course, you will hear how John Daly uses fire stick techniques to care for Country. John works with scientists and farmers to reduce the impact of bushfires and protect communities. 

Worksheets

Teacher Worksheet

The Fire Triangle Model - Science - Year 5

Learning Intentions:

Students will...

  • understand the three conditions required to start and sustain fires
  • understand the differences between hot and cool burning.

Success Criteria:

Students can...

  • conduct experiments that demonstrate the importance of the three conditions to sustaining fires. 

Teacher Instructions

Work through this resource material in the following sequence:


10 minutes  Tune in: The fire triangle model


10 minutes  Find out: The three requirements for fire


30 minutes  Take action: Is the model accurate?


10 minutes  Reflection


Please make sure to read the Teacher Content Information.

| Tune In: The fire triangle model

Step 1. Show students the edited image to the right.

Explain: The fire triangle model of understanding fire is used to explain

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Student Worksheet

The Fire Triangle Model - Science - Year 5

| Student Worksheet

Step 1. When a candle is burnt:

What is the fuel?
Where does the heat come from?
Where does the oxygen come from?

 

Fire Experiment

The fire triangle is used by firefighters in countries like Australia and the USA to explain how fires work. They say if one of these three elements is not present then there can’t be a fire.

But is this true? How could we test it?

You are to design three experiments to show that a fire needs to have heat, fuel and oxygen to burn if the fire triangle is correct.

Experiment 1. Design an experiment that removes the fuel from a fire.

•  Explain the experiment. What will you be doing? What equipment will you use? Include enough detail so that another person could replicate your experiment identically. 

•  Wh

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