Community and Health - FIRE FIGHTER
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1. Click on the Fire Extinguisher and print off the "Find a word" and get the students to complete the puzzle |
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A
Fire Survival Kit - A Fire Safety Budgeting Unit.
[Submitted by Jessie Callan when she was an ACU Education Student]
Primary
[Created for students
in
Year 4 but could be adapted to Year 6]
Australian
Curriculum General Capability:
Numeracy
Australian
Curriculum General Capability:
Literacy
(Source:
Melbourne University - Bushfire Preparedness)
Teacher
This is a Rich Task challenging students to design a survival pack for
families whose homes are under threat from fires. They are to decide which
items to take with them according to a limited budget.
Teachers are to decide what budget (within the
handouts) is allocated to which team of students. These budgets range from
simple to complex.
Lesson Plan: For the Full Unit [.zip] - Lesson Plans, Unit Overview, Handouts, PPTs, and Assessment, click here.
Caution. Do not use this activity where fires have devastated communities.
Duration: 6 - 8 Lessons.
Resources
Introduction from a BTN video
https://youtu.be/sRdY3xhr2wc
Scenario
for Students:
"You are a team of volunteers designing survival
packs for families whose homes are under threat from the fires.
You will be using a budget, allocated to your team,
to create a survival pack.
All items selected must fit inside a 2x1m trailer.
Each family, which your team is assigned to,
lives in a different area and has
their own needs.
You will need to be creative and show critical thinking (and your budgeting
skills) to determine which items will best support your family."
Statistics
and Fire Fighters
Middle
Secondary
Australian
Curriculum General Capability:
Numeracy
Australian
Curriculum General Capability:
Literacy
Cooperative
Learning Activity
1. In groups of 4 - 5 students, investigate the following websites [at the end] by dividing up the reading.
2.
As a group, using the photos and information contained in the websites [below] as stimulus, discuss possible considerations a firefighter needs to include to contain a bushfire (e.g. location, climate, wind direction and speed, forecasts, etc).
3. Research an Australian bushfire and create an information sheet including the discussed considerations. As a fire fighter, what advice would you give local citizens at this time to stay safe?
4. Create a table of statistics about Australian Bushfires from the information in the resources below.
5. Create a Poster showing these significant statistics to educate people about Australian bushfires.
6. As a class, share the posters each group has created.
Public
Service Announcement: Indigenous
innovation could save billion tonnes of greenhouse gases
Secondary
Australian
Curriculum General Capability:
Literacy
Australian
Curriculum General Capability: ICT Capability
Australian
Curriculum General Capability:
Critical and creative thinking
Australian
Curriculum Cross Curriculum Priorities:
Aboriginal and Torres Strait Islander histories and cultures
Australian
Curriculum Cross Curriculum Priorities: Sustainability
Priority
Cooperative
Learning Activity
1. In groups of 4 - 5 students, share read the following article from
The Conversation 22 April 2016
2. "Wildfire and climate change"
Fire-dependent ecosystems, such as tropical dry forests and savannas, cover
around one-sixth of the global land surface. Indigenous people occupy most
of these landscapes.
A major problem in all these landscapes is poor fire management. Large
destructive fires are prevalent as a result. Many of these fire-dependent
landscapes are closely linked with tropical rainforests, so poor fire
regimes in savannas can have a significant impact on these forests as well.
In Australia, research has shown that burning the savanna in the early dry
season rather than late can reduce emissions by as much as half. This is in
line with Indigenous fire practices.
Through the Australian government’s Emissions Reduction Fund (under which
savanna burning can earn credits), Australia is leading the world in
reintroducing traditional fire practices.
The first project to use these practices to generate carbon credits was the
Western Arnhem Land Fire Agreement (WALFA), which started in 2006. A decade
later, the Clean Energy Regulator (which manages the Emissions Reduction
Fund) has approved 65 projects.
More than 30 of these now have contracts with the regulator for over 7
million tonnes of carbon worth more than A$90 million. Fourteen are either
Indigenous-owned or have significant Indigenous involvement.
These projects have also created jobs in remote and vulnerable communities,
improved biodiversity, reinvigorated Indigenous culture and improved food
security and health by enabling people to move out of dysfunctional urban
life back to country. These projects represent a rapidly developing business
that will play an increasingly important role in climate change policies...
While other countries have reintroduced traditional fire management, none measure the emissions reductions as Australia does.
Warddeken Land Management
Looking ahead
The next few years will significantly shape the prospects for these
traditional fire management projects.
Australia’s climate change policies are set for comprehensive review in
2017, and climate change will be a key issue in the next federal election.
The Paris Agreement provides important opportunities for land use management
and carbon trading, which this Australian innovation can make an important
contribution to achieving.
Traditional fire management represents a major “new” method of land use to
mitigate climate change. As with REDD+, reaching its full potential will
take decades and billions of dollars.
The next step is to develop a series of pilot sites in other countries. This
should be accompanied by regional and international activities to develop
the necessary monitoring, reporting and verification procedures along with
providing awareness and policymaking support and working closely with
relevant organisations.
Promoting this innovative Australian approach, which combines fire
management, carbon abatement and Indigenous empowerment, represents a
winning combination for global export, while matching existing government
policies at all levels.
Support for the next phase of savanna fire management will therefore provide
an interesting test of the government’s commitments to play a serious and
constructive role in addressing climate change and to support innovation."
3. As a group, you are to investigate the following
websites:
4. As a group, you are to set about convincing...
Professor Rebecca Bird from Stanford University states..."Often it's very difficult for people to accept, especially the role that fire plays in the environment. When we're out on the Canning Stock Route with Aboriginal people, you go and you visit a well and tourists have recorded in the little visitors' booklet that the wells, how upset they are that the country is burnt, how ugly fire is and how horrible it is that things have completely devastated and in that same entry, like six months later, you scroll down and look at the comments that other people are leaving and they're talking about how beautiful the country is. Look at all the wildflowers, look at how gorgeous everything is. Well it's only that beautiful because people have been out there burning and the fire has happened. It's just a way of looking at the landscape that sees fire as something that's cleansing and that a burned area is something that's good and clean will eventually produce all of this gorgeous stuff that it just takes a complete switch of your mindset."
To do this, you are to create a Public Service Announcement to change the mindset of people about Traditional Aboriginal Fire Management methods and to promote saving billions of tonnes of greenhouse gases.
5. Plan your PSA by following the
process in the following video: How to Make a PSA
https://youtu.be/qEMkjrZnd9M
6.
Reflection.
Share with the rest of the class. Who developed the strongest PSA? What made
this particular PSA so meaningful?
Rescue
Rover [from
Try
Engineering.org]
Primary
Middle
Secondary
Australian
Curriculum General Capability:
Critical and creative thinking
Australian
Curriculum General Capability:
Personal and social capability
Cooperative
Learning Activity
This lesson focuses on the tools and equipment used during technical rescue operations.Teams of students construct a device out of everyday materials to rescue a puppy from a well.
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Design and build a rescue device
-
Test and refine their designs
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Communicate their design process and results
Lesson Plan [PDF]
Another Activity about Fires and their effect on our community
from the Beekeeper:
Fires and Beekeeping: What's the implications?
Secondary
Australian
Curriculum General Capability:
Personal and social capability
Australian
Curriculum General Capability:
Numeracy
Australian
Curriculum General Capability: Ethical Understanding
Australian
Curriculum Cross Curriculum Priorities: Sustainability
Priority
Cooperative
Learning Activity
Websites,
Games & Apps
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US Fire Dept.comPrimary
Australian
Curriculum General Capability: ICT Capability Try these fun Firefighter games! |
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US Fire Administration - Kid's Page
Primary 
Australian
Curriculum General Capability: ICT CapabilityTakes some time to download. Games about smoke alarms, escape planning, home fire safety, Hydro's Hazard House, crossword, word search, colouring. Parents and Teachers' area. |
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Queensland
Fire and Rescue Service - Kid's PagePrimary
Australian
Curriculum General Capability: ICT Capability |
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Firesafety AppMiddle
Australian
Curriculum General Capability: ICT Capability If you have an smart phone (android or iphone) you can download this free app called firesafety which gives you access to tips on fire safety. Cost: FREE Developer: MultiMedia DimensionsLLC |
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