Download a word version of the Unit Outline, with lesson plans and assessment details.
Organisation: These learning activities have been organised into 5 sets of weekly activities, for a total of approximately 21 hours of class time.
Some resources and details are absent in places, as these are best sourced by the classroom teacher to suit their specific context.
Introduce significance of the natural hazard of bushfire using this video about the 1967 fires in Hobart.
Read and discuss the nature and causes of bushfire, and how the activities of people can intensify its impacts (ACHGE016):
List potential risk factors for a Tasmanian home, then compare with information from the Guidelines for development in bushfire prone areas of Tasmaniato further understand the concept of risk as applied to bushfire (ACHGE013).
Develop bushfire risk & management understanding through fieldwork (ACHGE016, ACHGE017, ACHGE003, ACHGE004):
Groups assigned school building:
noting potential risk factors (as presented in this Create a defendable space video) for the building using Google Maps aerial viewConducting fieldworkslope estimation & determine BAL (Weblink 5)notation of flammable materials within inner zonenotation of vegetation types and natural fuels within outer zone
Class discussion of potential mitigation or prevention approaches for whole school (ACHGE008, ACHGE009, ACHGE006, ACHGE007).
Create risk assessment sketches of whole school area by sharing group notations and estimations (ACHGE004, ACHGE008).
In pairs, students create a Risk Management Plan for the School.
Introduce, explain and students start work on Assessment Task 1: Risk Management Plan:
Students develop a Risk Management Plan for a house using the provided resources and information:
aerial map (satellite image)slope calculationsphotos of the house and surrounds
Students submit AT1: Risk Management Plan
Introduce the concept of community risk management during a natural hazard using the Dingo Creek interactive resource, to investigate risk management from a community perspective (ACHGE021).
Introduce, explain and student start work on Assessment Task 2: Community Bushfire Protection Planning
Groups develop a visual resource with maps, pictures and written geographical information to explain bushfire risk, including key safety information, for chosen community’s primary school students (ACHGE008).
Consider the significance of communication during a bushfire as you watch Irons in the Fire (ACHGE020).
Introduce, explain and students start working on Assessment Task 3: Bushfire Emergency Timeline
Group work on Assessment Task 3
Groups use their draft timelines to work with other groups in creating an agreed timeline for the whole community.
Groups modify timelines using ideas and information from ‘whole community timeline’ activity
Presentations of Assessment Task 3
Introduce and explain Assessment Task 4: Community Protection Plan in Indonesia
Consider the nature and causes of bushfire and how the activities of people can intensify its impacts (ACHGE016) in Indonesia, and discover the physical and human factors that explain why some places are more vulnerable than others (ACHGE019) by reading and discussing
Use Google Earth to further investigate one of these areas (class then small groups): create a map showing access in and out of the community and identify areas that may be ‘Safer Places’ during a bushfire (ACHGE004, ACHGE008)
Groups investigate chosen community to discover demographics, official communication streams, and current bushfire risk management policies (ACHGE003).
Group discussion of risk management processes for the community (ACHGE011).
Individual development of Community Bushfire Protection Plans (ACHGE008).
Peer review, feedback on draft of Assessment Task 4.