Beyond the Bushfires - Timeline Of Bushfire Recovery

Beyond the Bushfires - Timeline Of Bushfire Recovery

Lesson 5 of 8 in this unit

  • Secondary
  • Year 9 - 10
  • Science
  • Environmental
  • Climate Change
  • Disaster resilience
  • Economic
  • Design Thinking
  • Risk Management
  • ...

Lesson summary

Students explore the process of ecosystem regeneration after a bushfire. They begin by defining key terms before looking at the adaptations Australian flora and fauna have to bushfires. Based on this information, they then explore the concept of ecological succession by working in groups to create a drawing of how flora regenerates after a bushfire. They then add further information to speculate on how and when fauna would reenter the recovering ecosystem. Finally, students create a final version of their succession model.

Learning intentions:

Students will...

  • understand what succession is
  • recognise how flora and fauna are adapted to bushfires.

Success criteria:

Students can...

  • know what succession is and how a habitat might regenerate after a bushfire
  • create a succession model to show the process of succession after a bushfire
  • undertake and communicate research in support of their model
  • work independently and collaboratively
  • think critically about research and reflect on their findings.

Lesson guides and printables

Lesson Plan
Student Worksheet
Teacher Content Info

Lesson details

Curriculum mapping

Australian Curriculum content descriptions: 

Year 9 Science:

  • Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
  • Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community (ACSHE157)
  • Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)
  • 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: SC5-14LW, SC5-12ES, SC5-7WS, SC5-9WS

General capabilities: Critical and Creative Thinking

Cross-curriculum priority: Sustainability OI.2, OI.3

Relevant parts of Year 9 Science achievement standards: Students analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They 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: 120+ mins

Level of teacher scaffolding: Medium – facilitate class discussion, lead students in activities

Resources required


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

  • Communication
  • Critical thinking
  • Problem solving
  • 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.

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