Know your backyard: Investigate natural hazards and local environmental management
Before the lesson, you'll need to ...
Worksheet: Local fire history
Syllabus content
CUrrent NSW Syllabus:
Science
- ST3-4LW-S: Examines how the environment affects the growth, survival, and adaptation of living things.
- ST3-2DP-T: Plans and uses materials, tools, and equipment to develop solutions for a need or opportunity.
- ST3-4LW-S: Examines how the environment affects the growth, survival, and adaptation of living things.
- ST3-2DP-T: Plans and uses materials, tools, and equipment to develop solutions for a need or opportunity.
Geography
- GE3-1: Describes the diverse features and characteristics of places and environments.
- GE3-2: Explains interactions and connections between people, places, and environments.
- GE3-4: Acquires, processes, and communicates geographical information using geographical tools for inquiry.
- GE3-1: Describes the diverse features and characteristics of places and environments.
- GE3-2: Explains interactions and connections between people, places, and environments.
- GE3-4: Acquires, processes, and communicates geographical information using geographical tools for inquiry.
History
- HT3-2: Describes and explains different experiences of people living in Australia over time.
- HT3-5: Applies a variety of skills of historical inquiry and communication.
- HT3-2: Describes and explains different experiences of people living in Australia over time.
- HT3-5: Applies a variety of skills of historical inquiry and communication.
Mathematics
- MA3-DATA-02: Interprets data displays, including timelines and line graphs.
- MA3-DATA-02: Interprets data displays, including timelines and line graphs.
New NSW Syllabus:
Science and Technology
- ST3-SCI-01: Uses evidence to explain how scientific knowledge can be used to develop sustainable practices.
- ST3-SCI-01: Uses evidence to explain how scientific knowledge can be used to develop sustainable practices.
HSIE
- HS3-ACH-01: Describes Aboriginal Knowledges and Practices that care for Country and the importance of Aboriginal Languages revival.
- HS3-GEO-01: Examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information.
- HS3-ACH-01: Describes Aboriginal Knowledges and Practices that care for Country and the importance of Aboriginal Languages revival.
- HS3-GEO-01: Examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information.
PDHPE
- PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups.
- PH3-SMI-01 : Evaluates and applies self-management and interpersonal skills in a range of contexts.
- PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups.
- PH3-SMI-01 : Evaluates and applies self-management and interpersonal skills in a range of contexts.
Mathematics
- MA3-DATA-02: Interprets data displays, including timelines and line graphs.
- MA3-DATA-02: Interprets data displays, including timelines and line graphs.
Assessment
Teacher background information
SEED map database
The Sharing and Enabling Environmental Data (SEED) map database is an interactive platform provided by the NSW Government that allows users to explore detailed environmental data, including fire history, vegetation and biodiversity. It offers layers of information, including National Parks and Wildlife Service fire records dating back to 1920. These records make it possible for students to investigate their local area’s fire history and its relationship to natural hazard management. By connecting students with real-world data, the SEED map database fosters critical thinking about environmental changes, the impacts of climate change, and the importance of sustainable management strategies tailored to their local context.
Source / for more information
NSW Department of Planning, Industry and Environment. (n.d.). SEED: Sharing and Enabling Environmental Data.
The Sharing and Enabling Environmental Data (SEED) map database is an interactive platform provided by the NSW Government that allows users to explore detailed environmental data, including fire history, vegetation and biodiversity. It offers layers of information, including National Parks and Wildlife Service fire records dating back to 1920. These records make it possible for students to investigate their local area’s fire history and its relationship to natural hazard management. By connecting students with real-world data, the SEED map database fosters critical thinking about environmental changes, the impacts of climate change, and the importance of sustainable management strategies tailored to their local context.
Source / for more information
NSW Department of Planning, Industry and Environment. (n.d.). SEED: Sharing and Enabling Environmental Data.
Systemic change
Systemic change refers to transforming the underlying structures, policies and practices of a system to address root causes rather than just symptoms of an issue. In the context of environmental education, it encourages students to think beyond individual actions, focusing on changes to rules, laws and infrastructure that create lasting impacts. For example, instead of just promoting recycling, systemic change might involve redesigning packaging laws to reduce waste at the source.
Source / for more information:
Australian Institute for Disaster Resilience. (2019). Disaster resilience education for schools: Handbook 10.
Systemic change refers to transforming the underlying structures, policies and practices of a system to address root causes rather than just symptoms of an issue. In the context of environmental education, it encourages students to think beyond individual actions, focusing on changes to rules, laws and infrastructure that create lasting impacts. For example, instead of just promoting recycling, systemic change might involve redesigning packaging laws to reduce waste at the source.
Source / for more information:
Australian Institute for Disaster Resilience. (2019). Disaster resilience education for schools: Handbook 10.
Weather and climate
Weather refers to the short-term atmospheric conditions in a specific area, including temperature, precipitation, humidity, wind and visibility, conditions that can change from day to day or even hour to hour. For example, a sunny morning could transform into a rainy afternoon: this is weather.
Climate, on the other hand, describes the long-term average of weather patterns over an extended period (usually 30 years) in a particular region. It considers the typical conditions experienced over seasons and years, such as the hot, humid summers of a tropical climate or the cold, snowy winters of a polar climate.
While weather is what we experience daily, climate provides the context for those experiences by describing the broader patterns that occur over time. For example, while a day might be unseasonably cold, the region’s overall climate may still be categorised as warm.
Source / for more information:
NASA Earth Science Communications Team. (n.d.). Weather and climate.
Weather refers to the short-term atmospheric conditions in a specific area, including temperature, precipitation, humidity, wind and visibility, conditions that can change from day to day or even hour to hour. For example, a sunny morning could transform into a rainy afternoon: this is weather.
Climate, on the other hand, describes the long-term average of weather patterns over an extended period (usually 30 years) in a particular region. It considers the typical conditions experienced over seasons and years, such as the hot, humid summers of a tropical climate or the cold, snowy winters of a polar climate.
While weather is what we experience daily, climate provides the context for those experiences by describing the broader patterns that occur over time. For example, while a day might be unseasonably cold, the region’s overall climate may still be categorised as warm.
Source / for more information:
NASA Earth Science Communications Team. (n.d.). Weather and climate.
Lesson content
Slide presentation part 1: Introduction
Video 1: Vince Scott from DeadlyScience
Watch this video of Vince Scott from DeadlyScience as he explains the importance of connecting to Country.
Watch this video of Vince Scott from DeadlyScience as he explains the importance of connecting to Country.
Slide presentation part 2: Exploring our local landscape
SEED map database link
Use the SEED map database to explore your local landscape. In particular, focus on your local fire history. You may also have time to explore your local flora (plants) and fauna (animals) and landscapes of your local area.
Use the SEED map database to explore your local landscape. In particular, focus on your local fire history. You may also have time to explore your local flora (plants) and fauna (animals) and landscapes of your local area.
Worksheet: Local fire history
Use this worksheet to record your responses after exploring the fire history of your local area using the SEED map database.
Use this worksheet to record your responses after exploring the fire history of your local area using the SEED map database.
Slide presentation part 3: Weather, climate and resilience
Mt Resilience game link
As a class, or individually with headphones, let's explore Mt Resilience interactive game. Mt Resilience is an interactive WebAR experience that reveals a detailed 3D model of a town designed to visualise climate and disaster preparedness.
As a class, or individually with headphones, let's explore Mt Resilience interactive game. Mt Resilience is an interactive WebAR experience that reveals a detailed 3D model of a town designed to visualise climate and disaster preparedness.
Video 2: Harkaway Primary School
Watch this video about students at Harkaway Primary School, winner of Resilient Australia National School Award in 2023.
Watch this video about students at Harkaway Primary School, winner of Resilient Australia National School Award in 2023.
Extension Opportunities
Flora and fauna
Examine local flora and fauna layers on the SEED map to get to know your local area in more depth.
Examine local flora and fauna layers on the SEED map to get to know your local area in more depth.
Local walking excursion
Take a local walking excursion to look for signs of vulnerability to natural hazards. At the same time, look for evidence of management strategies.
Take a local walking excursion to look for signs of vulnerability to natural hazards. At the same time, look for evidence of management strategies.
NSW Rural Fire Service (RFS)
Request a visit from RFS. Before the visit, have students propose questions to ask visiting RFS officers. Ask about local fire management history and management strategies specific to your context.
Request a visit from RFS. Before the visit, have students propose questions to ask visiting RFS officers. Ask about local fire management history and management strategies specific to your context.
Multilingual book and fire response poster
Access the book Shirin and Amir and the Dragon Smoke, and the related educational materials including a poster, FAQ and resource pack. The poster is available in English, Arabic, Persian and Turkish.
Access the book Shirin and Amir and the Dragon Smoke, and the related educational materials including a poster, FAQ and resource pack. The poster is available in English, Arabic, Persian and Turkish.
Write a bushfire management plan
Using NSW RFS web guidance, have students write their own bushfire management plan.
Using NSW RFS web guidance, have students write their own bushfire management plan.
Vocabulary
Learning journal prompts
What did I learn?
What patterns did you notice when exploring the fire history in your local area using the SEED map?
Were there any surprises in the data about natural hazards or environmental features in your local area?
What is 1 new fact you learned about natural hazard management strategies from this lesson?
Why is it important to tailor natural hazard management strategies to specific local environments?
What patterns did you notice when exploring the fire history in your local area using the SEED map?
Were there any surprises in the data about natural hazards or environmental features in your local area?
What is 1 new fact you learned about natural hazard management strategies from this lesson?
Why is it important to tailor natural hazard management strategies to specific local environments?
Connecting and acting
How does your local environment compare to the strategies used in Mt Resilience?
What are some similarities and differences between the natural hazards in your community and those in Mt Resilience?
If you were in charge of improving your community’s hazard management, what is 1 new strategy you would implement?
How could you work with others in your school or community to make your area more resilient to natural hazards?
How does your local environment compare to the strategies used in Mt Resilience?
What are some similarities and differences between the natural hazards in your community and those in Mt Resilience?
If you were in charge of improving your community’s hazard management, what is 1 new strategy you would implement?
How could you work with others in your school or community to make your area more resilient to natural hazards?
Personal reflections
How did learning about natural hazard management strategies and climate resilience make you feel today?
How did exploring your local environment and fire history make you feel about your connection to the land?
Do you feel your community is well-prepared for natural hazards? Why or why not?
Did this lesson spark any ideas about how you or your community could better prepare for natural hazards?
How did learning about natural hazard management strategies and climate resilience make you feel today?
How did exploring your local environment and fire history make you feel about your connection to the land?
Do you feel your community is well-prepared for natural hazards? Why or why not?
Did this lesson spark any ideas about how you or your community could better prepare for natural hazards?
Invisible invaders: understanding and measuring air pollution
Know your backyard: Investigate natural hazards and local environmental management
Before the lesson, you'll need to ...
Worksheet: Local fire history
Syllabus content
VIC 2.0 CUrriculum:
Science
- Scientific knowledge changes over time, often resulting from collaboration or by building on the work of others, and leads to advances in science. VC2S6H01
- Habitats can be described by their physical conditions; changing the physical conditions of a habitat, including by human activity, may affect the growth and survival of organisms. VC2S6U01
- Sudden geological changes or extreme weather conditions can affect Earth’s surface and atmosphere; the impacts of natural hazards, including earthquakes, volcanic eruptions, wildfires and floods, can be reduced by human actions and technological innovations. VC2S6U06
- Scientific knowledge changes over time, often resulting from collaboration or by building on the work of others, and leads to advances in science. VC2S6H01
- Habitats can be described by their physical conditions; changing the physical conditions of a habitat, including by human activity, may affect the growth and survival of organisms. VC2S6U01
- Sudden geological changes or extreme weather conditions can affect Earth’s surface and atmosphere; the impacts of natural hazards, including earthquakes, volcanic eruptions, wildfires and floods, can be reduced by human actions and technological innovations. VC2S6U06
Humanities: Civics and citizenship
- The roles and responsibilities of the 3 levels of government in Australia. VC2HC6K03
- How citizens (members of communities) with shared beliefs and values work together to achieve a civic goal. VC2HC6K08
- Deliberate about an issue that affects their communities. VC2HC6S05
- The roles and responsibilities of the 3 levels of government in Australia. VC2HC6K03
- How citizens (members of communities) with shared beliefs and values work together to achieve a civic goal. VC2HC6K08
- Deliberate about an issue that affects their communities. VC2HC6S05
Humanities: Geography
- How places and environments are changed and managed by people. VC2HG6K01
- The specific geographical and other characteristics that shape their place, how their place is changing and how change is managed. VC2HG6K03
- The impacts of bushfires and other climate hazards on environments and communities, and how people and communities manage prevention, preparedness, response and recovery. VC2HG6K05
- Locate, collect and organise information and data from primary and secondary sources, including from fieldwork. VC2HG6S02
- Interpret and analyse information and data in a range of formats to identify and describe patterns and trends, or to infer relationships. VC2HG6S04
- Develop evidence-based conclusions on the management of places using the concepts of place, interconnection, environment and sustainability. VC2HG6S05
- The importance of sustainability to places and environments, including the custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country and Place and how it influences their sustainability practices. VC2HG6K04
- How places and environments are changed and managed by people. VC2HG6K01
- The specific geographical and other characteristics that shape their place, how their place is changing and how change is managed. VC2HG6K03
- The impacts of bushfires and other climate hazards on environments and communities, and how people and communities manage prevention, preparedness, response and recovery. VC2HG6K05
- Locate, collect and organise information and data from primary and secondary sources, including from fieldwork. VC2HG6S02
- Interpret and analyse information and data in a range of formats to identify and describe patterns and trends, or to infer relationships. VC2HG6S04
- Develop evidence-based conclusions on the management of places using the concepts of place, interconnection, environment and sustainability. VC2HG6S05
- The importance of sustainability to places and environments, including the custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country and Place and how it influences their sustainability practices. VC2HG6K04
Assessment
Teacher background information
Digital twin map database
Digital Twin Victoria is an interactive mapping platform from the Victorian Government that allows users to explore spatial and environmental data. Of particular relevance to schools is its bushfire history layer, which provides access to data on past bushfire events and fuel management activities across the state.
Teachers and students can use the platform to investigate local fire history, identify areas at risk, and consider how land is managed to reduce bushfire impacts. This real-world data supports critical thinking about community resilience, sustainable land use, and how science and technology contribute to natural hazard management.
Source / For more information:
Department of Transport and Planning, Victorian Government. (n.d.). Digital Twin Victoria. https://digitaltwin.vic.gov.au/
Digital Twin Victoria is an interactive mapping platform from the Victorian Government that allows users to explore spatial and environmental data. Of particular relevance to schools is its bushfire history layer, which provides access to data on past bushfire events and fuel management activities across the state.
Teachers and students can use the platform to investigate local fire history, identify areas at risk, and consider how land is managed to reduce bushfire impacts. This real-world data supports critical thinking about community resilience, sustainable land use, and how science and technology contribute to natural hazard management.
Source / For more information:
Department of Transport and Planning, Victorian Government. (n.d.). Digital Twin Victoria. https://digitaltwin.vic.gov.au/
Systemic change
Systemic change refers to transforming the underlying structures, policies and practices of a system to address root causes rather than just symptoms of an issue. In the context of environmental education, it encourages students to think beyond individual actions, focusing on changes to rules, laws and infrastructure that create lasting impacts. For example, instead of just promoting recycling, systemic change might involve redesigning packaging laws to reduce waste at the source.
Source / for more information:
Australian Institute for Disaster Resilience. (2019). Disaster resilience education for schools: Handbook 10.
Systemic change refers to transforming the underlying structures, policies and practices of a system to address root causes rather than just symptoms of an issue. In the context of environmental education, it encourages students to think beyond individual actions, focusing on changes to rules, laws and infrastructure that create lasting impacts. For example, instead of just promoting recycling, systemic change might involve redesigning packaging laws to reduce waste at the source.
Source / for more information:
Australian Institute for Disaster Resilience. (2019). Disaster resilience education for schools: Handbook 10.
Weather and climate
Weather refers to the short-term atmospheric conditions in a specific area, including temperature, precipitation, humidity, wind and visibility, conditions that can change from day to day or even hour to hour. For example, a sunny morning could transform into a rainy afternoon: this is weather.
Climate, on the other hand, describes the long-term average of weather patterns over an extended period (usually 30 years) in a particular region. It considers the typical conditions experienced over seasons and years, such as the hot, humid summers of a tropical climate or the cold, snowy winters of a polar climate.
While weather is what we experience daily, climate provides the context for those experiences by describing the broader patterns that occur over time. For example, while a day might be unseasonably cold, the region’s overall climate may still be categorised as warm.
Source / for more information:
NASA Earth Science Communications Team. (n.d.). Weather and climate.
Weather refers to the short-term atmospheric conditions in a specific area, including temperature, precipitation, humidity, wind and visibility, conditions that can change from day to day or even hour to hour. For example, a sunny morning could transform into a rainy afternoon: this is weather.
Climate, on the other hand, describes the long-term average of weather patterns over an extended period (usually 30 years) in a particular region. It considers the typical conditions experienced over seasons and years, such as the hot, humid summers of a tropical climate or the cold, snowy winters of a polar climate.
While weather is what we experience daily, climate provides the context for those experiences by describing the broader patterns that occur over time. For example, while a day might be unseasonably cold, the region’s overall climate may still be categorised as warm.
Source / for more information:
NASA Earth Science Communications Team. (n.d.). Weather and climate.
Lesson content
Slide presentation part 1: Introduction
Video 1: Vince Scott from DeadlyScience
Watch this video of Vince Scott from DeadlyScience as he explains the importance of connecting to Country.
Watch this video of Vince Scott from DeadlyScience as he explains the importance of connecting to Country.
Slide presentation part 2: Exploring our local landscape
Digital twin map database link
Use the Digital twin to explore your local landscape. In particular, focus on your local fire history and find example of bushfires, fuel reduction burns and ecological burns.
Use the Digital twin to explore your local landscape. In particular, focus on your local fire history and find example of bushfires, fuel reduction burns and ecological burns.
Worksheet: Local fire history
Use this worksheet to record your responses after exploring the fire history of your local area using the Digital twin map database.
Use this worksheet to record your responses after exploring the fire history of your local area using the Digital twin map database.
Slide presentation part 3: Weather, climate and resilience
Mt Resilience game link
As a class, or individually with headphones, let's explore Mt Resilience interactive game. Mt Resilience is an interactive WebAR experience that reveals a detailed 3D model of a town designed to visualise climate and disaster preparedness.
As a class, or individually with headphones, let's explore Mt Resilience interactive game. Mt Resilience is an interactive WebAR experience that reveals a detailed 3D model of a town designed to visualise climate and disaster preparedness.
Video 2: Harkaway Primary School
Watch this video about students at Harkaway Primary School, winner of Resilient Australia National School Award in 2023.
Watch this video about students at Harkaway Primary School, winner of Resilient Australia National School Award in 2023.
Extension Opportunities
Digital twin exploration
Examine other layers on the Digital twin map to get to know your local area in more depth.
Examine other layers on the Digital twin map to get to know your local area in more depth.
Local walking excursion
Take a local walking excursion to look for signs of vulnerability to natural hazards. At the same time, look for evidence of management strategies.
Take a local walking excursion to look for signs of vulnerability to natural hazards. At the same time, look for evidence of management strategies.
Invite a visit from CFA (Country Fire Authority)
Request a visit from your local CFA brigade. Before the visit, have students develop questions they would like to ask CFA officers. Focus these around local bushfire history, fuel management, and community preparedness in your region. Encourage students to learn about the strategies used to reduce fire risk and build community resilience in Victoria’s unique environments.
Request a visit from your local CFA brigade. Before the visit, have students develop questions they would like to ask CFA officers. Focus these around local bushfire history, fuel management, and community preparedness in your region. Encourage students to learn about the strategies used to reduce fire risk and build community resilience in Victoria’s unique environments.
Multilingual book and fire response poster
Access the book Shirin and Amir and the Dragon Smoke, and the related educational materials including a poster, FAQ and resource pack. The poster is available in English, Arabic, Persian and Turkish.
Access the book Shirin and Amir and the Dragon Smoke, and the related educational materials including a poster, FAQ and resource pack. The poster is available in English, Arabic, Persian and Turkish.
Write a bushfire plan
Using VIC CFA web guidance, have students write their own bushfire plan.
Using VIC CFA web guidance, have students write their own bushfire plan.
Vocabulary
Learning journal prompts
What did I learn?
What patterns did you notice when exploring the fire history in your local area using the Digital twin map?
Were there any surprises in the data about natural hazards or environmental features in your local area?
What is 1 new fact you learned about natural hazard management strategies from this lesson?
Why is it important to tailor natural hazard management strategies to specific local environments?
What patterns did you notice when exploring the fire history in your local area using the Digital twin map?
Were there any surprises in the data about natural hazards or environmental features in your local area?
What is 1 new fact you learned about natural hazard management strategies from this lesson?
Why is it important to tailor natural hazard management strategies to specific local environments?
Connecting and acting
How does your local environment compare to the strategies used in Mt Resilience?
What are some similarities and differences between the natural hazards in your community and those in Mt Resilience?
If you were in charge of improving your community’s hazard management, what is 1 new strategy you would implement?
How could you work with others in your school or community to make your area more resilient to natural hazards?
How does your local environment compare to the strategies used in Mt Resilience?
What are some similarities and differences between the natural hazards in your community and those in Mt Resilience?
If you were in charge of improving your community’s hazard management, what is 1 new strategy you would implement?
How could you work with others in your school or community to make your area more resilient to natural hazards?
Personal reflections
How did learning about natural hazard management strategies and climate resilience make you feel today?
How did exploring your local environment and fire history make you feel about your connection to the land?
Do you feel your community is well-prepared for natural hazards? Why or why not?
Did this lesson spark any ideas about how you or your community could better prepare for natural hazards?
How did learning about natural hazard management strategies and climate resilience make you feel today?
How did exploring your local environment and fire history make you feel about your connection to the land?
Do you feel your community is well-prepared for natural hazards? Why or why not?
Did this lesson spark any ideas about how you or your community could better prepare for natural hazards?
Invisible invaders: understanding and measuring air pollution