Beyond the Bushfires - Being A Fire Scientist

Beyond the Bushfires - Being A Fire Scientist

Lesson 8 of 8 in this unit

  • Secondary
  • Year 7 - 10
  • Science
  • Environmental
  • Climate Change
  • Conservation
  • Disaster resilience
  • Economic
  • Risk Management
  • ...

Lesson summary

Students explore the roles that scientists play in understanding the impacts of bushfires on flora and fauna. They begin by looking at how they understand science and the work of scientists before using the Flora, Fauna, Fire resource to explore the ways that different scientists work to explore the impacts of bushfires on flora and fauna. Students then create a job description for one of these scientists, before swapping this description with that of another student and writing a job application letter for this role. 

Learning intentions:

Students will...

  • understand what science is and the work that scientists do
  • understand some of the different fields of science involved in bushfires, flora and fauna
  • recognise the ways that scientists are helping the broader community to understand the impact of bushfires on flora and fauna
  • recognise the skills and qualities that they already have that could be used in a science-based role.

Success criteria:

Students can...

  • conduct research and communicate findings
  • write a job description
  • write a job application letter
  • participate in group discussions
  • work independently and collaboratively.

Lesson guides and printables

Lesson Plan
Student Worksheet
Teacher Content Info

Lesson details

Curriculum mapping

Australian Curriculum content descriptions: 

Year 7 Science:

  • People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121)
  • Communicate ideas, findings and evidence-based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)

Year 9 Science:

  • People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)
  • Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)

Syllabus outcomes: SC4-13ESSC5-13ESSC5-9WS

General capabilities: Critical and Creative ThinkingLiteracy

Cross-curriculum priority: Sustainability OI.7

Relevant parts of Year 7 Science achievement standards: Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. They communicate their ideas, methods and findings using scientific language and appropriate representations.

Relevant parts of Year 9 Science achievement standards: Students predict how future applications of science and technology may affect people’s lives. Students use appropriate language and representations when communicating their findings and ideas to specific audiences.

This lesson is part of the wider unit of work Beyond the Bushfires – Secondary

Time required: 70 mins

Level of teacher scaffolding: Medium – facilitate class discussion

Resources required


This lesson is designed to build students’ competencies in the following skills:

  • Communication
  • Creativity
  • Critical thinking
  • Initiative
  • Collaboration

Additional info

In partnership with The Conversation, the Beyond the Bushfires series brings the words of scientists who are actively involved in research and science communication into classrooms throughout Australia. Students will explore evidence-based research embedded in the context of real-world practice.

Additional thanks to the Ian Potter Foundation, John T Reid Charitable Trusts and The Myer Foundation, for generously supporting the development of these lessons.

lesson saved in resources




More from this unit

See all
See all

Related content

Loading content...
Loading content...
Loading content...
Loading content...