HSC Geography › Human–Environment Interactions › 14.1

# Teacher Lesson Plan — Bushfires

NSW Stage 6 Geography (2022) · Contemporary hazard · ~75 min
Teacher copy — includes model answers
Aboriginal and Torres Strait Islander readers are advised that this resource may contain names, images or references to people who have died.

## At a glance

### Companion resources

- Student study page
- Revision slides
- Activity handout (student, no answers)

### Big idea

Bushfires are a contemporary hazard controlled by fuel, weather and topography. Understanding fire behaviour — and First Nations fire knowledge — underpins management (14.2–14.3).

## Cultural-content protocol (read first)

This chapter includes First Nations cultural burning. Handle it as living Indigenous knowledge:

- Keep the advisory (above) on all student-facing materials.
- Use endorsed / Indigenous-authored sources — AIATSIS, NITV / SBS Learn, ABC Education — with attribution.
- Avoid generic or AI-generated depictions of people/ceremony; use land/Country imagery.
- For assessment, seek local AECG and community guidance.

## Syllabus mapping (NESA Geography 11–12, 2022)

Focus area: Human–Environment Interactions · Content: a contemporary hazard (bushfires) — nature, causes, spatial dimensions and behaviour of the hazard.

### Outcomes addressed

GE-11-01 characteristics & spatial patterns GE-11-02 processes across scales GE-11-05 analyses sources GE-11-07 inquiry tools (maps)GE-11-09 communicates

Outcome codes: re-mapped/verified to current GE-11-x (Year 11 Preliminary).

### Key concepts

environment interconnection change scale

## Lesson sequence & timings

Time | Phase | Teacher / student activity
--- | --- | ---
0–8 | Hook | Deck title (bushfire). Define bushfire/hazard/disaster; Activity 1.
8–24 | Controls | Slide 6 (fire triangle + big three) + Activity 2. Distinguish ignition from spread.
24–38 | Behaviour | Slide 8 + Activity 3 (fire movement). Embers, spot fires, crown, radiant heat.
38–50 | Slope & climate | Slide 10 + Activity 4. Link slope to topographic maps; El Niño/La Niña.
50–64 | Fire & landscape | Slide 12 + Activity 5 (endorsed-source inquiry). Fire-adapted flora & cultural burning (protocol above).
64–75 | Consolidate | Global comparison (California/Greece) + Activity 6. Exit ticket: the big three.

## Activities — model answers

### Activity 1 · Define

Model
Bushfire: a fire burning out of control in bush/scrub/grassland. Natural hazard: an extreme natural event that can harm people & environments. Natural disaster: a hazard that causes major damage or loss of life. Fuel load: the accumulated dry vegetation (leaf litter, bark, branches) available to burn.

### Activity 2 · Big three

Model
Fuel load: more dry fuel = more intense, faster fire. Weather: high temperature + low humidity + strong wind dry fuel and drive the flames. Topography: fire spreads faster uphill (slope preheats the fuel ahead).

### Activity 3 · Fire movement

Model
Ember attack: wind carries burning embers ahead of the front, starting new spot fires — so fire crosses roads/rivers. Surface fire burns undergrowth/litter; crown fire leaps treetop-to-treetop (far more destructive). Radiant heat is intense heat radiating from flames — it can kill before flames arrive, hence defensible space.

### Activity 4 · Slope & climate

Model
Uphill: the slope preheats and dries fuel ahead of the flames, so fire accelerates (roughly doubling per ~10°). El Niño: hotter/drier eastern Australia → higher fire risk. La Niña: wetter → more plant growth that becomes fuel in later dry years.

### Activity 5 · Fire & landscape

Model
Eucalypt adaptation: resprouts from epicormic buds under the bark after fire (or fire-triggered seed release). Cultural burning: deliberate, cool, low-intensity, patchwork burning by First Nations peoples to care for Country — reduces fuel loads and catastrophic-fire risk, protects fire-sensitive species, and encourages new growth. Accept answers sourced from AIATSIS/NITV/ABC Education with attribution.

### Activity 6 · Short response

Model
Natural factors: lightning ignition; fuel load; hot/dry/windy weather; slope; drought cycles. Human factors: accidental/deliberate ignition; land-use and fuel management; climate change lengthening seasons. A strong answer separates ignition from spread and uses correct terms.

## Differentiation & assessment

### Support

- Pre-labelled fire-triangle to annotate.
- Word bank for the big three.

### EAL/D

- Pre-teach: fuel load, ember, crown fire, radiant heat, epicormic.

### Extension

- Use a topographic map to identify high-risk slopes/aspects.
- Research how cultural burning is being revived in NSW fire management.

### Assessment / homework

- Activity 5 (endorsed-source inquiry) + Activity 6 short response.

## Useful resources & recent articles

- NSW Rural Fire Service — fire behaviour & danger ratings
- Bureau of Meteorology — fire weather, El Niño/La Niña, SOI
- AIATSIS & NITV — First Nations fire knowledge (endorsed)

Accuracy reminder: fire-danger systems and statistics update — check the RFS/BoM for current data before teaching.
Rose Bay Secondary College · HSC Geography · Human–Environment Interactions — Teacher plan (14.1) · NESA Stage 6 (2022) · HSC 2026
Aligned to the NESA Geography Stage 6 Syllabus (2022); First Nations content handled per cultural protocols (AIATSIS/NITV, advisory, AECG); figures redrawn (no textbook images reproduced).