Learn how this innovative unit of work aligns with the NSW Syllabus for Stage 3 students.
Available for Term 2, 2024
Project Firestorm provides you with all the resources you need to deliver well-informed, engaging and curriculum linked lessons that help young people understand the causes and impacts of bush fires. The program also encourages students to take an active role in preparing for bush fires at home and in their communities by identifying authentic problems and coming up with solutions.
Resources available on this site include the complete NSW Department of Education's unit plan, lesson plans, activity ideas, case study videos, maps, predictive models, fact sheets, reports and templates.
Project Firestorm is an integrated study which addresses science and technology, mathematics, and geography outcomes.
Students:
- develop an understanding of the management of environments and how people influence the places in which they live
- focus on the bushfire threat in their local area while being challenged to generate solutions for preparation, survival and recovery from a catastrophic bushfire event.
Students apply collaborative design and production skills with the additional interactive platform developed by the NSW Rural Fire Service, becoming valued change agents for a contemporary, authentic problem.
The teacher-led Project Firestorm unit of work addresses the following student learning outcomes through an integrated approach to learning.
| Outcome Code | Outcomes | Content |
|---|---|---|
| Working Scientifically ST3-1WS-S | plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions | plan and apply the elements of scientific investigations to answer problems |
| Design and production ST3-2DP-T | plans and uses materials, tools and equipment to develop solutions for a need for opportunity | research, identify and define design ideas and processes for an audience |
| Living world - ST3-4LW-S | examines how the environment affects the growth, survival and adaptation of living things | describe adaptations as existing structures or behaviours that enable living things to survive in their environment; describe the structural and/or behavioural features of some native Australian animals and plants and why they are considered to be adaptations. |
| Outcome Code | Outcomes | Content |
|---|---|---|
| Working mathematically MA3-1WM | describes and represents mathematical situations in a variety of ways using mathematical terminology | describe and interpret different data sets in context |
| Statistics and probability MA3-18SP | uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables | tabulate collected data, including numerical data, with and without the use of digital technologies |
| Outcome Code | Outcomes | Content |
|---|---|---|
| Geography GE3-2 | explains interactions and connections between people, places and environments | investigate the impact of ONE contemporary bush fire hazard in Australia |
| Geography GE3-3 | compares and contrasts influences on the management of places and environments | investigate the ways people change the natural environment in Australia |
| Geography GE3-4 | acquires, processes and communicates geographical information | investigate how the natural environment influences people and places |
| Outcome Code | Outcomes | Content |
|---|---|---|
| Oral language and communication EN3-OLC-01 | communicates to wide audiences with social and cultural awareness, by interacting and presenting, and by analysing and evaluating for understanding | develop criteria to evaluate the effectiveness of spoken texts; identify and summarise key ideas and information from guest speakers, eg note-taking or using digital technologies |
| Reflecting on learning EN3-9E | recognises, reflects on and assesses their strength as a learner | discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal |
| Outcome Code | Outcomes | Content |
|---|---|---|
| Visual Arts VAS3-1 | investigates subject matter in an attempt to represent likenesses of things in the world | organise and assemble materials in various ways on the making of artworks suited to a particular purpose and think about the meaning of their decisions |
| Outcome Codes | Outcome | Content |
|---|---|---|
| Healthy, Safe and Active Lifestyles PD3-2 | investigates information, community resources and strategies to demonstrate resilience and seek help for themselves and others | recommend appropriate action to improve health, safety, wellbeing or physical activity issues within the school or wider community, for example: - suggest and practise action plans for emergency situations to ensure the safety of themselves and others |
The NSW Rural Fire Service provides this program to support teachers delivering education outcomes as well as achieving the following objectives:
- Empower the next generation to take actions that minimise the risk of fire and other emergencies
- Ensure students understand the shared responsibility between emergency services and their community
- Harness the imagination of students to develop innovative solutions for challenges related to bush fires
In 2016, the NSW Education Standards Authority (NESA) introduced the study of bush fire into the Geography Syllabus for all Stage 3 (Years 5 and 6) students. It required that all students study a contemporary bush fire event and encouraged the use of an inquiry-based approach to learning. In response, Stage 3 teachers at St Ives North Public School wrote the integrated STEM study 'Project Firestorm' upon which this online resource has been based.
The NSW RFS has developed this interactive version of Project Firestorm to support schools in this study requirement, which provides a great opportunity for young people to better understand the impacts of natural hazards – and bush fires specifically. In line with syllabus requirements, students will be able to use the context of bush fires to:
- Describe the diverse features and characteristics of places and environments
- Explain interactions and connections between people, places and environments
- Compare and contrast influences on the management of places and environments
- Acquire, process and communicate geographical information using geographical tools for inquiry
The program – which is modelled on the award-winning Project Firestorm developed by St Ives North Primary School – supports this inquiry-based unit of work by using rigorous, challenging and intriguing questions rather than topics to direct student learning. Students research, explore, find issues and problems, and develop solutions.
The NSW Rural Fire Service acknowledges the original creators of the Project Firestorm, the team from St Ives North Public School, including Sean Walsh, Leanne Coningham, Yolande Curby, Stuart Norrington and Barbara Ryan.
Project Firestorm is an integrated study which addresses science and technology, mathematics, and geography outcomes.
Students:
- develop an understanding of the management of environments and how people influence the places in which they live
- focus on the bushfire threat in their local area while being challenged to generate solutions for preparation, survival and recovery from a catastrophic bushfire event.
Students apply collaborative design and production skills with the additional interactive platform developed by the NSW Rural Fire Service, becoming valued change agents for a contemporary, authentic problem.
Through the teacher-led program, students will learn how their community can:
- Prepare for bush fires
- Prevent bush fires
- Respond to bush fires
- Recover from bush fires
This is an important area of study because:
- Preparing for bush fires is a shared responsibility
- Bush fires are common in NSW
- Fires are becoming more severe
- Bush fires affect people, places and the environment
- Climate change is impacting the frequency and intensity of bush fires
- Providing response services to everyone is a major challenge
- Research shows that children who actively participate in the planning and preparation process for a disaster have reduced concerns and anxiety
Project Firestorm is designed to be flexible and adaptable, to suit the individual needs and capabilities of students:
- Teachers may construct a Unit of Work over a few lessons or stretched across a whole term
- It is linear in the sense that students are encouraged to complete all 'levels', but it can be condensed if necessary
The NSW RFS is happy to support teachers and their classes through school visits, which can be particularly engaging for students at either end of the program.
Just like engaging in a video game, our young Firestormers work through five levels to accomplish the mission of learning more about bush fires, preparing for them better, and responding to them more effectively. These levels are based on the Stanford Model of Design Thinking.
People, places, whole communities and the environment can all be impacted by bush fires – and the threat can't be ignored. The NSW Rural Fire Service is looking for young heroes to come up with amazing new ways to help.
Your Firestormers will gather intelligence, work together to discuss the challenges, choose a problem to solve, come up with inventions or clever new procedures, then turn their ideas into prototypes that one day, could actually save lives.
Start by getting your students excited about their mission! This helpful presentation gives them a mission briefing of why it's important, what's involved, the levels they'll work through, and the rewards at the end.
Here you'll find a wealth of 'intelligence' provided by the NSW Rural Fire Service. It's designed to spark the imagination of your young Firestormers, and to assist you in lesson planning.
Got questions about Project Firestorm? The NSW RFS are here to help.