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Lesson 1: What Bushfires Like

Objective: at the end of the lesson the children will have increased knowledge about how the weather can increase bushfire risk and make unsafe fire times, and how these unsafe fire times are typical of summer.

Appendices:

Lesson 1 Weather Report Video Weather Report Fire Danger Rating Bushfire Risk (Southwest) Bushfire Risk (Central Coast)

Key Messages:

A bushfire is a fire in the bush that can start in the suburbs, country and bushland. Bushfires can be big or small. Lightning, cigarette butts, sparks from equipment or a campfire not fully put out can all start a fire. People cause a large number of fires by carelessness. A fire needs fuel such as trees or grass, oxygen from the air, and heat to burn. Hot and dry weather and strong winds all increase the chance of a bushfire spreading quickly. Bushfire season in WA’s south west is from November to April, and is when a fire in the bush is

most likely to occur. It is the most unsafe time for bushfires that firefighters cannot control. A Total Fire Ban occurs when there is a strong possibility of serious bushfires. It happens on days

that are very hot and dry, and with strong winds. This usually follows some time without rain, so the bush and grass land is very dry and can easily catch alight.

Strategies:

Record weather words from written or video Weather Report. Assess Bushfire Risk days into a Fire Danger Rating. Complete a bushfire risk report. Reflect on dangerous activities on high bushfire danger days.

L1 Teacher Notes

To engage students and introduce to bushfire weather, risk and unsafe fire times

What Bushfires Like Lesson 1

1.1 1.2.1 1.2.2 1.3 1.4.1 1.4.2

Page 78 Page 79 Page 80 Page 81 Page 82 *BOM data Page 83 Link: www.bom.gov.au

Page 77 Bushfire Patrol: Years 5/6

Lesson 1

A bushfire is a big or small fire in the bush that can start in the suburbs, country and bushland. It can be started by people or nature. Lightning, cigarette butts, sparks from equipment or a campfire not fully put out can all start a fire. People cause a large number of fires by carelessness.

A fire needs fuel such as trees or grass, oxygen from the air, and heat to burn. Then once a fire starts, weather conditions will either help or hinder the spread of a bushfire. Hot and dry weather and strong winds all increase the chance of a bushfire spreading quickly.

Bushfire season in WA’s south west is from November to April, and is when a fire in the bush is most likely to occur. It is the most unsafe time for bushfires that firefighters cannot control. During this period there are rules about where and when you can light fires.

A Total Fire Ban occurs when there is a strong possibility of serious bushfires. It happens on days that are very hot and dry, and with strong winds. This will usually follow some time without rain, so the bush and grass land is very dry and can easily catch alight. On days like this the bushfire risk is great, as a bushfire can quickly get very big and be very hard to control.

Objective: at the end of the lesson the children will have increased knowledge about how the weather can increase bushfire risk and make unsafe fire times, and how these unsafe fire times are typical of summer.

What Bushfires Like – detect a day’s bushfire risk and bushfire danger rating Introduce the key concepts of how a bushfire starts and unsafe bushfire weather conditions, by

beginning with a media presentation as an immersion into the topic. Ask students to identify weather words from a written or video Weather Report 1.2.1 or 1.2.2, and

record these. Next look at the Fire Danger Rating 1.3 template and brainstorm the types of weather that would suit

the low, medium, high, extreme fire danger ratings and creating bushfire risk. Discuss “Pretend you are a shire ranger who is responsible for rating the Bushfire Risk of each day.

What would you rate November 21st in Bridgetown … Donnybrook etc …” or choose Central Coast examples. Have students gauge 5 days from Bushfire Risk 1.4 .1 or 1.4.2 into a fire danger rating.

Next ask students to complete a bushfire risk report, e.g. including location, weather conditions, words they have previously recorded, and the fire danger rating. If time, get a few students to be TV presenters reporting their forecast.

Finish by discussing activities that would be very dangerous on extreme and high fire risk days. Get children to come up with suggestions during a ‘hot potato activity’, using a sheet of blank paper between 4. Make sure grinders and machinery causing sparks, as well as camping trips, result from the discussion.

What Bushfires Like 1.1


To engage students and introduce to bushfire weather, risk and unsafe fire times

What Bushfires LikeEngage

°C

____________________ Thurs 21.5 Fri 22.2 Sat 23.6 Sun 26.5 Mon 26.7 Tues 30.0 Wed 34.9 Thurs … ____________________ Average 26.48

A hot and dry day is likely in Perth on Thursday the 24th November.

The temperatures averaged 26.48°C over the last week.

In the last two days temperatures have gradually increased, with

30.0°C and 34.9°C recorded.

The chance that tomorrow will exceed the weekly average is likely.

Hot weather is forecasted to continue with the temperature

of about 34°C. Varying winds have also been predicted.

Weather Report 1.2.1


Page 1 Title of publication goes here

Forecast for Thursday, Perth, WA

Cold front dumps up to 10mm across Perth suburbs From: PerthNow August 28: 8:55AM Weather: Perth 4°C - 18°C , partly cloudy and rain to continue.

Watch Close Catch up with Nine News for a look at Perth weather.

A STRONG cold front has dumped at least 10mm of rain on some suburbs early today, with more showers tipped throughout the day.

By 10am Perth had recorded just over 7mm, with Perth Airport and Swanbourne getting 10mm. Karnet, in the Hills east of Perth, had 11mm.

Mandurah had received nearly 6mm and Dwellingup, 97km south of Perth, had 8mm.

Perth can expect a few showers throughout the day, easing off later on, with a maximum temperature of just 19C.

Very little rain has penetrated the agricultural areas or the South West, with 11mm at Windy Harbour and 6mm at Cape Leeuwin, being the heaviest falls.

Link: www.perthnow.com.au

Video Weather Report 1.2.2


A Low-Moderate and High Bushfire Danger Rating may possibly indicate an unsafe fire time.

Increasing hot temperatures, dryness and wind bring a much greater bushfire danger risk. Campfires are banned when the Fire Danger Rating is Very High and above.

This day has an extreme fire danger rating and has an extreme bushfire risk.

Fire Danger Rating 1.3


Page 1 Bushfire Patrol

Fire Danger Rating Red + lines = catastrophic bushfire risk Red = extreme bushfire risk Orange = severe bushfire risk Yellow = very high bushfire risk Blue = high bushfire risk Green = low bushfire risk


2011 Late November Southwest Temperature Chart

Site November 21st – 25th 2011 Temperatures 21st 22nd 23rd 24th 25th

Bridgetown 25.1 29.0 34.5 34.5 27.0 Donnybrook 26.7 30.0 34.9 35.9 27.6 Manjimup 22.4 27.5 33.5 34.4 23.6 Pemberton 22.5 26.9 33.0 33.7 22.4 Windy Harbour 20.0 25.7 34.7 35.3 21.8 Witchcliffe 23.5 27.5 32.2 33.1 23.8

Temperature

The temperatures above are from the Southwest region of WA for part of November 2011.

Western and southern parts of the state had unseasonal hot days on the 23rd and 24th.

This continued a trend of above average temperatures in the Southwest for all months of 2011.

Dryness Parts of WA had widespread rainfall early in November, though over the

past 3 years had its driest winters on record. Less and less rainfall resulted in less moisture in the soil and vegetation. An overall lack of rain and constant high temperatures resulted in dried

out soil and bushlands.

Wind Wind speeds were stronger than predicted on the 23rd November 2011.

Bushfire Risk 1.4.1

Southwest’s Latest Weather


2011 Early February Temperature Chart

Site February 1st – 6th 2011 Temperatures 1st 2nd 3rd 4th 5th 6th

Gosnells City 32.6 35.7 38.0 36.7 30.4 Jandakot 30.8 34.3 35.8 36.6 30.4 30.4 Karnet 30.5 33.0 36.0 32.5 26.0 28.0 Perth Airport 30.7 33.8 37.0 37.0 29.7 30.3 Perth Metro 29.8 32.5 35.5 34.4 29.6 30.1

Temperature

The temperatures above are from the Central Coast region of WA for part of February 2011. (*BOM areas are now classified as Lower West)

Consistently hot days and a lack of cooling sea breezes were recorded. Parts of the state had a record high monthly minimum temperature.

Dryness

Over the past 3 years WA had its driest winters on record. Less and less rainfall resulted in less moisture in the soil and vegetation. An overall lack of rain and constant high temperatures resulted in dried

out soil and bushlands.

Wind

A strong and gusty easterly moved over southern WA and the Perth Hills and foothills on the 5th and 6th February.

Link: www.bom.gov.au This information is found as follows: BoM landing page, Our Services, Climate and Past Weather, Report & Summaries, Regular Statements, Monthly Weather Review, Select state and month and download.

Bushfire Risk 1.4.2


Lesson 2: Bushfires Attack!

Objective: at the end of the lesson the children will have increased knowledge about bushfire behaviour and hazards.

Appendices:

Lesson 2 Three Little Fighters Bushfire Attack! Bushfire Attack! Bushfire Attack!

Key Messages:

Sunshine and high temperatures make fuel very dry and easy to burn. Fuels can catch alight and spread a fire through direct flame contact.

Wind gives oxygen to a bushfire and drives flames forward. It pre-heats fuel and makes it burn quickly and spread at incredible speeds.

Sudden wind changes can turn bushfires in a new direction, causing flames to go from under control to out-of-control in just minutes.

These conditions put firefighters, local people and houses in danger. The wind can blow embers (burning leaves and twigs) nearby or kilometres ahead of the main

bushfire. Flying embers can start more small fires, called spot fires, which can spread and turn into large bushfires.

The heat from a bushfire can get so hot that materials burn or melt. This heat cannot be seen and is called radiant heat. Radiant heat can break windows, which can then let embers get into a building and start a fire.

Smoke from a big fire can affect your vision and ability to breathe. Staying away from a bushfire, and its heat and smoke is the safest action.

Strategies: Read Three Little Fighters and assess bushfire hazards. Critically assess the story Three little Fighters, coming up with a safer option. Play Bushfires Attack! *Teachers to print multiple copies and laminate and cut into cards. Note: a

warm day with no wind and a low/medium fire danger rating are not included in a “bushfire attack!” Research and report on stories from a bushfire attack.

L2 Teacher Notes

Students to explore how heat causes physical changes; and the bushfire hazards of wind, embers, radiant heat and smoke

Bushfires Attack! Lesson 2

2.1 2.2 2.3.1 2.3.2 2.3.3

4

Page 85 Page 86 Page 90 Page 91 Page 92

Pages 87-89 *Note: make into cards

Bushfire Patrol: Years 5/6

Lesson 2

There is a greater chance of a bushfire starting, or a fire becoming hard to control, when it is hot and dry and there has been little rain for a while. Sunshine and high temperatures make fuel very dry and easy to burn. Fuels like grass, leaves and bark can then catch alight and spread a fire through direct flame contact.

If it is windy, wind gives oxygen to a bushfire and drives flames forward. It pre-heats fuel and makes it burn quickly and spread at incredible speeds. Sudden wind changes can turn the bushfire in a new direction, causing the flames to go from under control to out-of-control in just minutes. These conditions can push a bushfire towards houses or a town, and put firefighters and local people in danger.

The wind can blow embers (burning leaves and twigs) nearby or kilometres ahead of the main bushfire. Flying embers can start more small fires, called spot fires, which can spread and turn into large bushfires. The heat from a bushfire can get so hot that materials burn or melt. This heat cannot be seen and is called radiant heat. Radiant heat can break windows, which can then let embers get into a building and start a fire. Wind, embers and radiant heat create dangerous bushfire conditions. Smoke from a big fire can affect your vision and ability to breathe. Staying away from a bushfire, and its heat and smoke is the safest action.

Objective: at the end of the lesson the children will have increased knowledge about bushfire behaviour and hazards.

Bushfires Attack! – explore heat causing physical changes and bushfire hazards Examine how heat causes physical changes and how bushfires spread by direct flame contact, flying

embers and radiant heat after reading Three Little Fighters 2.2 and/or having the students watch an actual fire report. Also, discuss what senses are used to detect a bushfire, like the smell of smoke, the air feels hot and windy, the sight of a smoke filled or red coloured sky, and/or maybe hearing a fire truck.

Explore how bushfires spread after reading Three Little Fighters 2.2 using terms such as wind, flying embers, radiant heat and smoke. Discuss how a bushfire starts and gets bigger. Critically assess the story by recapping on bushfire dangers and reiterate how the safest action is to stay away from a bushfire and its smoke and heat. Ask students what would be a safer option than sheltering behind a wall? (During a bushfire the safest place to be is away from the fire. Sheltering behind a wall is a safer place of last resort, providing only some protection from a fire).

In groups, have students play a card game or race game to first sort 6 cards from Bushfires Attack! 2.3.1-2.3.3. The cards need to be in the correct order of an attack (risky weather conditions, unsafe bushfire risk rating, type of ignition, the related hazard card, the linked bushfire spread and a protective clothing card). The first to correctly sort calls “Bushfire Attack!”

Conclude with students researching and reporting on stories from a bushfire attack.

Students to explore how heat causes physical changes; and the bushfire hazards of wind, embers, radiant heat and smoke

Bushfires Attack! Explore


Bushfires Attack! 2.1

Three Little Fighters 2.2 is a story covered in the next three pages, 87- 89.

Three Little Fighters 2.2



Bushfires Attack! 2.3.1

Weather conditions

It is a dry and very hot day.

Weather conditions

It is a hot and windy day.

Weather conditions

It is a hot and dry day, where there has been little rainfall for

some time.

Weather Conditions

It is a warm day with no wind.

Bushfire Danger Rating

It is an extreme fire danger rating day.


It is a high fire danger rating day.


It is a medium fire danger rating day.


It is a low fire danger rating day.

Radiant heat ignition

Heat from a bushfire gets so hot it causes physical changes so

materials dry out, boil, melt, burn or crack.

Burning embers ignition

Embers can start new fires a long distance away from the main

bushfire.

Wind and direct flames ignition

Wind increases the amount of oxygen and the rate of burning in

bushfire flames.

Direct flame contact ignition

Direct flames burn materials and create smoke. Smoke is the cloud rising from a bushfire. The hotter the bushfire burns the whiter the

smoke.

Wind is a bushfire danger.

Embers are a bushfire danger.

Radiant heat is a bushfire danger.

Smoke is a bushfire danger.




Bushfire Spread

The hotter a bushfire is then the greater the radiant heat will be

and the faster the fire will spread.

Bushfire Spread

Flying embers start new fires, called Spot Fires, which can allow

a fire to escape and spread quickly.

Bushfire Spread

The stronger the wind the quicker a bushfire spreads.

Bushfire Spread

The more smoke in the air the bigger the bushfire. Smoke can

reduce the quality of air and affect your vision and ability to breathe.

Protective Clothing

A wide brimmed or hard hat to protect your head.

Protective Clothing

Goggles to shield your eyes, and a filtering mask or a cotton scarf/handkerchief for face

protection and to filter smoke.

Protective Clothing

Sturdy leather boots, wool/cotton socks, and tough outdoor gloves.

Protective Clothing

A long sleeved and collared shirt, as well as long pants made from cotton or another natural fibre .


Lesson 3: Bushfire Skills

Objective: at the end of the lesson the children will have increased knowledge about what they can do to change bushfire risks with survival skills.

Appendices:

Lesson 3 Fighterfighter Eyewitness Eyewitness account Fire Facts Bushfire Recount Recount Answers Traps to Skills

Key Messages:

Bushfires can happen all year round, but usually occur in the drier and hotter months. The size and strength of a bushfire varies greatly, and it can be very damaging and frightening. Destructive bushfires in recent years include Roleystone-Kelmscott fire in February 2011 and

Margaret River fire in late November 2011. Many people do not know that they even live in an area with a high bushfire risk and are unaware

that battling an intense bushfire takes a lot of planning, equipment and coordination. Sometimes a bushfire can travel so fast and so far that it cannot be stopped by firefighters. Sometimes houses are built in areas that are too difficult for fire trucks and brigades to enter into,

and at times it is too dangerous for firefighters to enter an area. It can be helpful knowing ahead of time people’s possible reactions to a bushfire, to recognise and

change feelings of defencelessness into being informed and taking action.

Strategies:

Read Firefighter Eyewitness, Eyewitness Account and Fire Facts. Complete Bushfire Recount. Act out Traps to Skills.

L3 Teacher Notes

Students to clarify how they might respond to a bushfire and can change feelings of defenselessness into action

Bushfire Skills Lesson 3

3.1 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.3

Page 94 Page 95 Page 96 Page 97 Page 98 Page 99 Page 100


Lesson 3

Bushfires are a normal part of our state’s natural environment. Bushfires can happen all year round, but usually occur in the drier and hotter months. The size and strength of a bushfire varies greatly, and it can be very damaging and frightening. Destructive bushfires in recent years include Roleystone-Kelmscott fire in February 2011 and Margaret River fire in late November 2011. Many people do not know that they even live in an area with a high bushfire risk and are unaware that battling an intense bushfire takes a lot of planning, equipment and coordination. Sometimes a bushfire can travel so fast and so far that it cannot be stopped by firefighters. Sometimes houses are built in areas that are too difficult for fire trucks and brigades to enter into, and sometimes it is too dangerous for firefighters to enter an area.

It can be helpful knowing ahead of time people’s possible reactions to a bushfire, to recognise and change feelings of defencelessness into being informed and taking action. In this activity, students get to experience being close to a bushfire through recounts and facts and by identifying issues prior to, during and after a bushfire.

Objective: at the end of the lesson the children will have increased knowledge about what they can do to change bushfire risks with survival skills.

Bushfire Skills – advance bushfire risk into survival skills Students to read Firefighter Eyewitness 3.2.1, Eyewitness Account 3.2.2, Fire Facts 3.2.3 to identify

issues prior to, during and after a bushfire, as shown in the chart from Bushfire Recount 3.2.4. These are to heighten a sense of what a bushfire is like and its effects. Together unpack one example under each heading: Causes and understanding; Emotions experienced; What can happen; What you can do; Damages and losses. Students to then complete individually and to add their own examples. Answers will be similar to Recount Answers 3.2.5.

Next, lead students into imagining they’re an eye witness from 3.2.2, seeing the sky fill with smoke and taking on an orange glow. Have them identify how they would feel, and add this emotion if it is different to those noted on the chart. Explore anticipating initial physical reactions, e.g. heart racing; identifying specific feelings and thoughts, e.g. “I am afraid”; managing what to do, e.g. inform an adult. This is covered further in Traps to Skills 3.3. Some children may have their own experiences to relay. Act out 3.3, so students grasp how to change initial reactions into action.

Invite the local volunteer bushfire brigade or emergency services unit to your school to discuss their bushfire experiences. Raise questions about locations and groups most at risk in your community, and what to do during a bushfire threat. Encourage students to take their recounts home and discuss these with their parents.

Students to clarify how they might respond to a bushfire and can change feelings of defenselessness into action

Bushfire Skills Explain

Bushfire Skills 3.1


Bushfire Volunteer Firefighter Recount

My experience recently gave me a lot to think about. I could see it from the perspective of a volunteer fire fighter, and also as an evacuee or resident of a town under threat.

On a fire truck, I arrived in a town in the same situation as my own, and was approached by people wanting information. They were desperate for news about their homes, farms, friends or neighbours. “Is my house still there?” “Have you seen a man on a blue tractor?” It was frustrating not be able to help them. I felt the annoyance of the crowd when speakers at the community information meetings left. People felt angry that the speakers had time for the media when they still had questions. They became stressed and some began to turn to each other in panic. It was awful to leave them to get on with fire fighting.

In contrast, it was heartening to attend the community meeting in the presence of the DFES Community Liaison Team. The speakers did a really terrific job and explained how people who stayed on their properties might experience the fire. When they finished the audiences changed their focus to the Community Liaison team members who’d spread themselves around the room, with one person at the front with the speaker and information display, and the other two at either side. While most people moved towards the desk others approached the two team members. Rather than a “them and us” situation it became a mingling of the crowd.

I found that a large number of questions related to confusion about information that is readily available. I was thrilled to see two of these explained in the bulletins. The first showing the relationship between the direction of the fire and the direction of the wind, and the second providing a map on the website. I would say about 80% of the people were immediately relieved of stress by seeing the map.

As I am sure you are aware many people don’t understand the warnings. One man complained that DFES should be giving better information about the fire. He was quite cross. It was clarified that the warning was a “Watch and Act” which gives a lot of information about the fire. In my own community I feel that understanding of the warnings is improving.

Yallingup Volunteer Bush Fire Brigade Yallingup Bushfire Ready

Firefighter Eyewitness 3.2.1


Eyewitness Account 3.2.2


Fire Facts 3.2.3


Students to explore and capture information from the Firefighter Witness, Eyewitness and Fire Facts appendices, under the headings in the chart below.

Prior to a Bushfire

During a Bushfire After a Bushfire

Causes and

understanding

Emotions

experienced

What can happen?

What you can

do?

Damages and

losses

Bushfire Recount 3.2.4


Exploring the Firefighter Witness, Eyewitness and Fire Facts appendices will result with answers similar to these. Student examples may be similar to those shown in red.

Prior to a Bushfire

During a Bushfire After a Bushfire

Causes and

understanding

Emotions

experienced

What can happen?

What you can

do?

Damages and

losses

Some people

didn’t understand what the warnings meant.

There were misconceptions or a lack of understanding on bushfire information readily available.

Human causes of accidental bushfires include cigarette butts and camp fires.

Lightening can cause bushfires.

Desperate Frustrating Awful Annoyance Angry Stress Confusion Panic “Them and us” Relieved Complained Cross Frantic Harrowing Afraid You may feel

sick in the stomach.

I’d feel scared. I wouldn’t be

worried. I’d feel

frightened for my pets.

I’d feel brave. I’d be worried

about our house.

The sky was filled

with smoke and took on an orange glow.

Within 30 minutes we could see gigantic flames hopping across bushland six hundred metres away.

The smoke can get thicker and ash begins to fill the air.

Sometimes a fire can travel so fast and so far that it is difficult to control.

Bushfires can damage buildings and claim lives.

Endangered animals can lose their homes and food sources.

People were bumper to bumper evacuating to the nearest shopping centre.

Water the

outside of the house.

Clear the gutters, and then block the gutters with towels and fill with water.

Pack some emergency clothing, food and water.

Understand and stay alert of warnings, e.g. evacuate when warning is Watch and Act.

1,600 people went to the evacuation centre.

Update with information at community centres or from bulletins.

Pets will need water, shade and a safe place to stay.

I’d help pack the car.

Nannup-Augusta

fire, in November 2011, burnt 70,000ha.

In the bushfire at Roleystone-Kelmscott 72 homes were lost and 37 damaged, but no one was seriously injured.

45 buildings were destroyed and 21 partially damaged in the Margaret River bushfire in late November 2011. Fortunately, no lives were lost.

Finding out: “Is my house still there?” or “Have you seen a man on a blue tractor?”

Bushfires have claimed the lives of more than 800 people in Australia since 1851.

Endangered animals can lose their homes and food sources.

Recount Answers 3.2.5



Discuss some possible reactions and solutions to change initial disaster responses into skills. The below information is for prompting, only.

Choose students to dramatically role play their initial reaction and another to role play what to do, e.g. initial reaction as ‘Worry’ and the other as ‘Skill’. It is important here to elicit responses to gain an understanding from the students’ perspective and to include information explored in Bushfire Recount Answers 3.2.5. The two examples, below, describing feelings are mock-ups only.

1. Worry – what to do with worry is to know that this feeling is normal and encourage working out what needs to be done, now, to keep safe. If a student’s initial response is identified as ‘worry’ then they might say: “I’m so worried. I don’t know what to do. I can’t think straight. Oh!” Skill – in response might say “What you’re feeling is normal. Keep calm and think about what can you do? Remember what we’ve discussed.”

2. Out-of-my-control – what to do with out-of-my-control is to focus on the first thing to do to stay safe, such as get advice from the DFES website. If a student’s initial response is identified as ‘out-of-my-control’ then they might say “It won’t matter what I do.” Skill – in response might say “I know it may seem hopeless, but it’s not. What you do really can help. Where to start? What actions will help keep you, your family and home safer?”

This chart provides teaching on four key responses and going from holding back to starting action.

Reaction/ Feelings/ Thoughts Unlocking Disaster Traps

Worry “I don’t have a plan.” “I am not prepared.” “I should have done…”

Worry often stops you from doing what you can be doing to make yourself safe. What to do with worry: know that this feeling is normal and work out what needs to be done, now, to keep safe.

It’s out-of-my-control “I don’t know what to do.” “This is all too hard.” “This is too scary to think about.”

Feelings of defencelessness and helplessness cause people to do nothing. What to do with out-of-my-control: focus on the first thing to do to stay safe, so get advice such as from the DFES website.

This is unreal “We have these warnings all the

time.” “There’s no bush around here for

us to worry.” “I won’t take this too seriously.”

Things can seem ‘unreal’ or repeated warnings can lose impact, so the bushfire risk doesn’t appear as threatening and key information is missed or not heard. What to do with this is unreal: respond as if this time it is different, and this is the moment of realisation to act to prevent lose and damage.

False sense of security “This won’t happen to us.” “The fire service will come.” “Our neighbours keep an eye out

for us, and we have insurance.”

It’s common for people to think help from afar or emergency services will prevent a disaster. What to do with a false sense of security: plan as if no help will be coming, and don’t assume you know everything and that nothing has changed.

Link: Preparing Children for the Threat of Bushfire Australian Psychological Society www.psychology.org.au

Traps to Skills 3.3


Lesson 4: Hazard Hunt

Objective: at the end of the lesson the children will have increased knowledge about what to do to help protect a property from a bushfire.

Appendices:

Lesson 4 Safer Homes Before Bushfire Season

Key Messages:

Bushfires spread easily over high-fuel areas, so homes located in dense forest are at risk of high-intensity fires and homes located in open country are at risk of fast moving grassfires.

We know that houses on top of a hill are at risk as a fire travels faster uphill, and to avoid narrow and dead end roads.

Pick a date like the first day of spring for you and your family to help share responsibility and prepare your home before bushfire season and make properties safer from bushfire.

Make sure the walls of wooden buildings are smooth or painted, and kept in good condition. Plant trees so there are no overhanging branches near the building. On the outside edge of the property make a protective shield of fire resistant trees, a thick hedge or

a solid wall or fence. A wind break will help protect a home from the full force of a bushfire. Less fuel reduces the chance of direct flame contact and radiant heat igniting a property. Important tasks include moving fuel that easily burns or melts away from the house. Remove leaf

litter, sticks and rubbish from the garden, gutters and decks. Keep lawns mowed short. These actions will all help stop a ground fire spreading up into trees.

Strategies:

Illustrate a before and after bushfire resistant property, through interpreting Safer Homes. Write up Before Bushfire Season actions. Discuss at home, and report back on other helpful strategies to protect a property and reduce a

bushfire’s intensity.

L4 Teacher Notes

Students to clarify what they can do with their family to make their home safer

Hazard Hunt Lesson 4

4.1 4.2 4.3

Page 102 Page 103 Page 104


Lesson 4

Bushfires spread easily over high-fuel areas, so homes located in dense forest are at risk of high-intensity fires and homes located in open country are at risk of fast moving grassfires. We also know that houses on top of a hill are at risk as a fire travels faster uphill, and to avoid narrow and dead end roads. You and your family can help share responsibility and prepare your home before bushfire season. Preparations need to begin well before bushfire season to make properties safer from bushfire. Make sure the walls of wooden buildings are smooth or painted, and kept in good condition. Plant trees so there are no overhanging branches near the building. On the outside edge of the property make a protective shield of fire resistant trees, a thick hedge or a solid wall or fence. A wind break will help protect a home from the full force of a bushfire. Less fuel reduces the chance of direct flame contact and radiant heat igniting a property. There are lots of things people can do to make their home safer and be bushfire ready. Important tasks include moving fuel that easily burns or melts away from the house. Remove leaf litter, sticks and rubbish from the garden, gutters and decks. Trim tree branches overhanging the house. Prune lower branches (up to two metres off the ground) from trees and get rid of dead fuel from underneath them. Keep lawns mowed short. These actions will all help stop a ground fire spreading up into trees. Objective: at the end of the lesson the children will have increased knowledge about what to do to help protect a property from a bushfire.

Hazard Hunt – explain how to help protect a property from a bushfire In this activity students will interpret the Safer Home 4.2 factors to illustrate a before and after

bushfire resistant property for their own home, the home of a friend or relative, or an imaginary home. Students remove and add items to lessen fire danger from around the house. It needs to include the location of the house, storage area for petrol and flammable containers, a swimming pool and/or water tank, fences and windbreaks. Students to add driveways, gravelled areas, water features and mown lawns, as well as label the property as much as possible to indicate the precautions taken to reduce bushfire impact.

Students to then write actions Before Bushfire Season 4.3. This will include a timetable and checklist of necessary inclusions, house maintenance and practices to manage vegetation and reduce a bushfire’s intensity.

Sum up findings in class. Students to then discuss at home, and report back with any additional helpful strategies discovered to protect a property and reduce a bushfire’s intensity.

Students to clarify what they can do with their family to make their home safer

Hazard Hunt Explain

Hazard Hunt 4.1


Interpret the factors written below to illustrate a before and after bushfire resistant property.

Safer Homes 4.2

The Well-Prepared Property Make a 20 metre circle of safety, called a building

protection zone, around your home and other buildings.

Remove all rubbish. Rake up outside fuels like dry leaves,

grass, twigs and loose bark. Remove large shrubs next to a window. Prune shrubs well away from tree

branches. Clip lower branches of shrubs to separate

from grass underneath. Prune lower branches (up to 2 metres off

the ground) to stop a ground fire spreading into the canopy of trees.

Move items like wooden furniture, boxes and doormats from decks and from being too close to the house.

Clear gutters and the roof of leaves. Keep wood piles away from the house. Store petrol and gas away from the house

in a shed. Mow the lawn and keep the lawn short. Make gravel and pebble paths. Cut back overhanging branches near

house. Clear away unnecessary trees and trim

lower branches. Clear vegetation along the boundary of a

property to create a firebreak. Make sure local government firebreak

requirements are met.

Safest Houses Ensure easy access in and out. Beware hilltops. Build on ground level. Avoid houses on stilts. If possible, brick in a house at

ground level. Give timber houses a smooth or

painted finish, and keep in good condition.

A single storey house with a low pitch roof, no level changes and no skylights is desirable.

Metal sheeting is best for the roof. Driveways and pools help reduce

fire intensity.

Adults to Fix Fire Traps Install gutter guards and a sprinkler

system. Close in open spaces, e.g. fit mesh

cover to chimney, and metal screen to air conditioners and doors.

Close in open spaces under the house.

Have a brick wall wind break for the barbeque area.

Protect windows with shutters. Chain gas cylinders to shed or on

side of house likely to be furthest away from the source of a fire.

Ensure thick hoses reach all corners of the house, and have metal fittings.

Install a water tank or swimming pool.

Get rid of fuel levels. Design a garden with a safety zone.


Preparing Your Property Before Bushfire Season

Date to start:________________________

House maintenance

This includes things such as

Clearing gutters of leaves and rubbish Ensuring gaps, underfloor areas and roof spaces are sealed to prevent embers entering your house Storing fuels and chemicals away from the house What else needs to be done? Who will do this and when? Vegetation upkeep

This includes things such as

Removing or trimming shrubs, and overhanging tree branches near the house and shed. Keeping grassed areas well mowed and watered. Grass should be no more than 10 centimetres high. Rake up and reduce bark and leaf litter to be no more than 1 centimetre high. What else needs to be done? Who will do this and when?

Before Bushfire Season 4.3


Lesson 5: Watch and Act

Objective: at the end of the lesson the children will have increased skills to create a bushfire survival plan and will understand bushfire warnings and know what to do if a bushfire threatens.

Appendices:

Lesson 5 Bushfire Alert Map Bushfire Alert Levels Bushfire Warning Bushfire Warning (continued) Bushfire Alert Bushfire Alert Answers Bushfire Survival Plan

Key Messages:

Bushfire is a real risk to you and your family if you live in or near bush, in suburban or regional areas.

People who live in or near bush should monitor the daily Fire Danger Rating for their area to help them decide what to do.

The weather conditions, Fire Danger Rating and bushfire alert warnings are your triggers to act upon. You will then need to act immediately.

A written and well-practised family bushfire survival plan is one way to help safely carry out what needs to be done during a bushfire. A bushfire survival plan needs to include preparing an emergency kit before bushfire season, and deciding what to do if a bushfire occurs in your area.

Unless your home is well prepared for a bushfire, leaving early is the safest option. Before you leave turn the gas off, move outdoor furniture and doormats inside or away from the

house, and close all windows and doors. Everyone needs to wear protective clothing.

Strategies:

Assess Bushfire Alert. Make a Bushfire Survival Plan. Discuss at home, and report back on other helpful strategies to protect a property and reduce a

bushfire’s intensity.

L5 Teacher Notes

Students to know the importance of creating a family bushfire survival plan, and understand what the bushfire warnings mean and what to do if a fire occurs

Watch and Act Lesson 5

5.1 5.2.1 5.2.2 5.2.3 5.2.4 5.2.5 5.2.6 5.3

Page 106 Page 107 Page 108 Page 109 Page 110 Page 111 Page 112 Page 113


Students to know the importance of creating a family bushfire survival plan, and understand what the bushfire warnings mean and what to do if a fire occurs

Watch and Act Evaluate

Watch and Act 5.1

Page 106


Bushfire Alert Map 5.2.1

Page 107


Bushfire Alert Levels 5.2.2

Page 108


Time of issue: 3.00pm

Date of issue: 1 January 2013

Bushfire EMERGENCY WARNING for western part of Prepareville in the Shire of Resilience ALERT LEVEL: A bushfire EMERGENCY WARNING has been issued for people in the western part of Prepareville in the Shire of Resilience. Homes in Tree Street, Flower Lane and Dry Court are under direct threat by fire now. The fire is burning in bushland near Tree Street, and in a south westerly direction towards Little Bridge. You are in danger and need to act immediately to survive. There is a threat to lives and homes. WHAT TO DO:

You need to take immediate action. There is ember attack ahead of the fire. Close all doors and windows. Turn off evaporative air

conditioners; but keep water running through the system if possible, so the pads remain wet and don’t catch on fire.

If the way is clear, leave now for a safer place. If you cannot leave, you need to get ready to shelter in your home and actively defend it. If you are not at home, it is too dangerous now to return.

RELOCATION ROUTES: Leave in a northerly direction towards Safety Town. RELOCATION POINTS: The Department for Child Protection has set up a relocation point at Safety Town Recreation Centre.

ALERT LEVEL: A bushfire WATCH AND ACT has been issued for people in the southern part of Prepareville. A bushfire is nearby and heading in your direction. There is a possible threat to lives and homes. You need to leave or get ready to actively defend. If you are not at home, do not try to return as this could be very dangerous.

WHAT TO DO:

Put your bushfire survival plan into action. Do not wait for further warnings before you act. There is ember attack ahead of the fire, so close all doors and windows, and turn off evaporative air

conditioners and remember to keep the water running to keep the pads wet. Leave now with your family for a safer place and take your emergency kit with you.

Bushfire Patrol: Years 5/6 Page 109

Bushfire Warning 5.2.3

Bushfire Warning (continued) 5.2.4

Page 110


Bushfire Alert 5.2.5

Page 111


Bushfire Alert Answers 5.2.6

Page 112


Bushfire Survival Plan 5.3

Page 113


lesson 1: what bushfires like - dfes · lesson 1: what bushfires like objective: at the end of the...

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