Stage 3 (Years 5 & 6): Topic 1: Factors that shape places
Unit 3: Bushfire hazards in Australia
Content focus:
Students explore the impact bushfires have on Australian people, places and environments and propose ways people can reduce the impact of bushfires in the future.
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Geographical concepts:
- Place: the significance of places and what they are like. For example: places students live in and belong to and why they are important.
- Space: the significance of location and spatial distribution, and ways people organise and manage the spaces that we live in. For example: location of a place in relation to other familiar places.
- Environment: the significance of the environment in human life, and the important interrelationships between humans and the environment. For example, how and why places should be looked after.
- Interconnection: no object of geographical study can be viewed in isolation. For example: local and global links people have with places and the special connection Aboriginal and Torres Strait Islander Peoples maintain with Country/Place.
- Scale: the way that geographical phenomena and problems can be examined at different spatial levels. For example: various scales by which places can be defined such as local suburbs, towns and large cities.
- Sustainability: the capacity of the environment to continue to support our lives and the lives of other living creatures into the future. For example: ways in which people, including Aboriginal and Torres Strait Islander Peoples, use and protect natural resources; differing views about environmental sustainability; sustainable management of waste.
- Change: explaining geographical phenomena by investigating how they have developed over time. For example: changes to environmental and human characteristics of places.
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Syllabus content area:
Bushfire hazard
Students investigate the impact of one contemporary bushfire hazard in Australia |
Key inquiry questions:
- How do people and environments influence one another?
- How do people influence places and the management of spaces within them?
- How can the impact of bushfires on people and places be reduced?
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Outcomes:
A student:
- describes how bushfires impact on the characteristics of places and environments
- explains how bushfires shape the nature of the interactions and connections between people, places and environments
- compares and contrasts approaches to bushfire management
- acquires, processes and communicates geographical information using geographical tools for inquiry
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Inquiry skills:
Acquiring geographical information
- collect and record relevant geographical data and information, from secondary information sources
Processing geographical information
- evaluate sources for their usefulness
- represent data in different forms
- interpret geographical data and information to draw conclusions
Communicating geographically
- present findings and ideas in a written form (a report)
- reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge (a bushfire)
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Geographical tools:
Maps
- thematic maps
- maps showing spatial distributions and patterns
Graphs and statistics
- pictographs, data tables, column graphs, line graphs, climate graphs
- multiple graphs on a geographical theme
Visual representations
- illustrations, annotated diagrams, multimedia
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>> Download Bushfire Unit cover sheet
