Unit Name:

Fire Practices Integrated Unit

Year level:
8/9
Unit Description:

Make a diorama, as well as another artefact, about the
past, present and future uses of fire and how it affects
sustainability.

This unit is based on design and technology strands of
investigation, crossed with Aboriginal Studies.
The students will brainstorm, research and question the role
of fire within society, past and present, and predict the
future for their technology and the affect it will have on the
sustainability of society and the environment.
Cross Curriculum Possibilities:

History Students will need to investigate traditional and contemporary technologies/processes, and
look into a range of societies, i.e., Europe, Australia, Asia, etc. and their technology.

Design and Technology Students will need to develop an understanding of technology and how it can
affect and impact the lives of people and societies. Students will need to use design thinking and
technologies to generate and produce design solutions for authentic needs and opportunities.
Competencies

Aboriginal Studies Topics within unit closely relate to topics in the Aboriginal Australian framework; Year 8 How do customary Aboriginal and Torres Strait Islander
fire practices promote sustainability?, and Year 8 How does subsistence farming relate to Aboriginal and Torres Strait Islander culture?

Literacy Students will need to; listen, read, view, speak, write, print, visual and digital texts, and using and modifying language for different purposes in a range of
contexts. Also use technical/specific vocabulary.

Numeracy Students will need to interpret and draw conclusions from data and statistics.

ICT Using a range of digital and non-digital technology throughout the project.

Critical and Creative Thinking Students will need to; consider alternatives and solves problems, clarify concepts and ideas, seek possibilities, and use reason, logic,
resourcefulness and imagination. They will also need to consider how data, information, systems, materials, tools and equipment (past and present) impact on our lives.

Personal and Social Students will need to consider how past and present impacts on decisions on people, communities and environment, and develop social
responsibility while raising their social awareness.

Intercultural Understanding Aboriginal and Torres Strait Islander history and cultures, and sustainability are the focus of this topic.



Strands

History
Draw conclusions about the usefulness of sources (ACHHS154)
recognising that, while evidence may be limited for a particular group of people, such evidence can provide useful insights into the power structures of a society
distinguishing between fact and opinion or interpretation
Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)

Design and Technology
Investigate the ways in which products, services and environments evolve locally, regionally and globally through the creativity, innovation and enterprise of individuals
and groups (ACTDEK030)

exploring how products and services have changed over time and predicting future developments
Analyse ways to produce designed solutions through selecting and combining characteristics and properties of materials, systems, components, tools and equipment
(ACTDEK034)
considering safe work practices
evaluating products and services for the individual and the community considering ethics and social factors
Critique needs or opportunities for designing and investigate, analyse and select from a range of materials, components, tools, equipment and processes to develop
design ideas (ACTDEP035)
experimenting with traditional and contemporary technologies when developing designs, and discovering the advantages and disadvantages of each approach
Critically analyse factors, including social, ethical and sustainability considerations, that impact on designed solutions for global preferred futures and the complex
design and production processes involved (ACTDEK040)
recognizing the impact of past designed solutions and possible future decisions in relation to creating preferred futures, for example the design of public
transport systems that use renewable energy and the design of rural communities to reduce fire risk
Investigate and make judgments on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create
designed solutions (ACTDEK046)
critiquing the design of an existing product to identify environmental consequences of material selection

Les
son
Teacher Actions Student Actions Materials Needed Outcome
Wk
3
L 1
Introduce and explain task: Make a diorama, as
well as another artefact, about the past, present
and future uses of fire and how it affects
sustainability. (5 minutes)

Think, Pair, Share (whip around for the share)
Fire and its uses. (10 minutes)

Task Debate challenge: Is fire a tool? Create
discussion around this fact. (10 minutes)

Task: Aboriginal fire Video

Go through the before viewing questions as a
class, on the board. (10 minutes)
Then view the video, and go through those
questions on the board as well as a class. (20
minutes)
Then the after viewing questions.(10 minutes)
Students will brainstorm in pairs about the uses
of fire and write them down. Then share their
ideas with class in a whip around.

Students participate in an active debate of fire
as a tool, then a discussion of different cultures
and fire.

Students need to watch the video and
participate in activities surrounding it.

Waves:

Student A - 1:1 support/being paired up with
another Student B
Student JA - 1:1 support/being paired up with
another Student G
Student JE - 1:1 support/being paired up with
another student
Student JH - 1:1 support/being paired up with
Student T
Student M - 1:1 support/being paired up with
another Student E
Student T - 1:1 support/being paired up with
Student JH
Smart board
Journals
Pencils
Pictures of fire
Pictures of
other cultures
using fire
Aboriginal fire
video
Students get the opportunity to
generate and demonstrate their
existing knowledge on the subject
and take the topic apart at its core.
Students will use teamwork skills.
Students will practice relevant
recording information from class
discussion and while watching a
video.
Students demonstrate the ability to
link technology and sustainability in
a real world context, as well as
connecting with the Aboriginal
culture.

Wk
3
L 2
Technology is ? Tell students the definition of
the subject. Technology is the making,
modification, usage, and knowledge or
understanding of tools, machines,
techniques, and systems, in order to solve a
problem, improve a pre-existing solution to a
problem, achieve a goal, or perform a specific
function.

Class discussions (10 minutes each)
Why is technology important?
Students need to recall information from video
(video available if students need to re-watch it)
and participate in group discussions.

Waves:

Student A - 1:1 support/being paired up with
another Student B
Student JA - 1:1 support/being paired up with
another Student G
Student JE - 1:1 support/being paired up with
Smart board
Journals
Pencils
Aboriginal fire
video
Display
answers in a
poster form
Poster paper
Students demonstrate the ability to
link technology and sustainability in
a real world context, as well as
connecting with the Aboriginal
culture.
Students will use teamwork skills.
Students will practice relevant
recording information from class
discussion and while watching a
video.
What different types of technology were in the
video?
What is sustainability?
How do we affect sustainability?

another student
Student JH - 1:1 support/being paired up with
Student T
Student M - 1:1 support/being paired up with
another Student E
Student T - 1:1 support/being paired up with
Student JH
Wk
4
L 1
Task: Managing bushfire Video

Go through the before viewing questions as a
class, on the board. (10 minutes)
Then view the video, and go through those
questions on the board as well as a class. (20
minutes)
Then the after viewing questions.(10 minutes)

Artefact: What is an artefact? Definition work. (5
minutes)

An artefact is an object made by a human being,
typically one of cultural or historical interest.

Start brainstorming what they could make and
get started on the designing process for it.
Watch video and provide opinions.

Start their artefacts

Waves:

Student JA Encourage and keep an eye on
Student JH Encourage and keep an eye on
Student T Encourage and keep an eye on
Popsticks
Glue
Paper
Managing
Bushfire video
Smartboard
Journals
Pencils
Students will be able to take in
additional facts and see that no all
situations have the same cut and dry
answers in regards to technology
and sustainability.
Students will be able to work in
teams.
Students will get the opportunity to
make something practical and of
they own design.
Wk
4
L 2
Research past and present uses of fire and how
they affect sustainability. Student are to pick one
thing from the past and one from the present and
their sustainability.

When students have their information, allow
them to start making the past and present
sections of their dioramas.
Students will need to individually research past
and present uses of fire. They will need to
record the information they find in their
journals and reflect on the sustainability of the
use.

When finished start making their dioramas.

Waves:

Student A - 1:1 support
Student JA - 1:1 support
Student JE - 1:1 support
Student JH - 1:1 support
Computers
Internet
Handouts
about
researching
Journals
A3 paper
Students will be able to practice
their research skills, and their ability
to record information that they find.
Student M - 1:1 support
Student T - 1:1 support


Wk
5
L 1
Continue and finish artefact


Continue and finish their artefacts.

Waves:

Student JA Encourage and keep an eye on
Student JH Encourage and keep an eye on
Student T Encourage and keep an eye on
Popsticks
Cardboard
Students work
Glue
Students will get the opportunity to
make something practical and of
they own design.
Wk
5
L 2
Think, Pair, Share Brainstorm future uses for
fire (10 minutes)

Diorama Finish the past and present sections of
their work and then begin the future. (30
minutes)

Diorama Start the final part of the diorama. The
final part involves writing the definition of
technology and how fire is a technology. How fire
can affect sustainability (3 pro and 3 cons). This
will be done as a class on the board.
Come up with ideas about where the uses of
fire make lie in the future.
Work on dioramas and complete.

Waves:

Student A - 1:1 support/being paired up with
another Student B
Student JA - 1:1 support/being paired up with
another Student G
Student JE - 1:1 support/being paired up with
another student
Student JH - 1:1 support/being paired up with
Student T
Student M - 1:1 support/being paired up with
another Student E
Student T - 1:1 support/being paired up with
Student JH
A3 Paper
Journals
Students work
Students will try and predict where
the use of fire might go in the future
based on their research and
imagination.
Wk
6
L 1
Catch up on anything the students have missed
or behind on.



Lesson by Lesson Plans
Lesson 1 Week 3
1. Introduce and explain task: Make a diorama, as well as another artefact, about the past, present and future uses of fire and how it affects sustainability. (5 minutes)

a. Give out the journals.

b. Open up notebook fire lesson 1 file. All the questions are in the file on individual pages.

2. Pair students up for Think, Pair, Share (whip around for the share) Fire and its uses. (10 minutes)

a. Get at least one idea from every individual person.
b. Write them up on the board and get students to copy down what they missed.

3. Task Debate challenge: Is fire a tool? Create discussion around this fact. (10 minutes)

a. Do a class vote.
b. Ask what students think a tool is.
c. Write up class definitions on the board.

4. Task: Aboriginal fire Video (ABC Splash website http://splash.abc.net.au/media/-/m/30042/)

a. Go through the before viewing questions as a class, on the board. (10 minutes)

b. Then view the video, and go through those questions on the board as well as a class. (10 minutes)

c. Then the after viewing questions.(10 minutes)

5. (If finished early) Get students to start brainstorming about their artefact and designing it.

a. Explain what the word artefact means

b. Allow students 5 minutes to see if they can start developing ideas.

c. Start putting ideas up on the board as a class to inspire the class. Reflect back to the fire and its uses activity for more ideas.

d. Cardboard is available in a large pile at the back of the class for the use of the students.

Lesson 2
1. Define what Technology is for the students.

a. Technology is the making, modification, usage, and knowledge or understanding of tools, machines, techniques, and systems, in order to solve a problem,
improve a pre-existing solution to a problem, achieve a goal, or perform a specific function.

2. Class discussions. Write answers up on the board for students to copy down (10 minutes each)

a. Why is technology important?

b. What different types of technology were in the video?

c. What is sustainability?

d. How do we affect sustainability?

3. (If finished early) Get students to start brainstorming about their artefact and designing it.

a. Explain what the word artefact means

b. Allow students 5 minutes to see if they can start developing ideas.

c. Start putting ideas up on the board as a class to inspire the class. Reflect back to the fire and its uses activity for more ideas.

d. Cardboard is available in a large pile at the back of the class for the use of the students.


Lesson 1 Week 4
1. Task: Managing bushfire Video (ABC Splash wibsite http://splash.abc.net.au/media/-/m/29907/)

a. Go through the before viewing questions as a class, on the board. (10 minutes)

b. Then view the video, and go through those questions on the board as well as a class. (10 minutes)

c. Then the after viewing questions.(10 minutes)

2. Get students to start brainstorming about their artefact and designing it.

a. Explain what the word artefact means

b. Allow students 5 minutes to see if they can start developing ideas.

c. Start putting ideas up on the board as a class to inspire the class. Reflect back to the fire and its uses activity for more ideas.

d. Cardboard is available in a large pile at the back of the class for the use of the students.

3. If students have started previously, then continue from there.


Lesson 2

1. Take students to the computer room

2. Research past and present uses of fire and how they affect sustainability. Student are to pick one thing from the past and one from the present and their
sustainability.

a. Hand out sheets and talk students through the sheet.

b. Get students to select a past fire use, like Traditional Aboriginal Stick Fire

3. When students have their information, allow them to start making the past and present sections of their dioramas.




Week 5 Lesson 1 and 2


Think, Pair, Share Brainstorm future uses for fire (10 minutes)

Diorama Finish the past and present sections of their work and then begin the future. (30 minutes)

Diorama Start the final part of the diorama. The final part involves writing the definition of technology and how fire is a technology. How fire can affect sustainability (3
pro and 3 cons). This will be done as a class on the board.