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Australian primary science · Year 6 · Lesson 2 of 3
Fire danger days
Inquiry question: Which weather conditions make bushfire danger higher?
Marked no materials needed
Pattern seeking
What students learn
Hot, dry and windy weather strengthens the fire triangle: dry fuel catches fire easily, heat dries fuel further, and wind brings oxygen and spreads flames and embers. Fire agencies use this science to set fire danger ratings that help communities decide what to do.
Success criteria
- I can describe how temperature, humidity, wind and dryness relate to fire danger.
- I can link each weather condition to a side of the fire triangle.
- I can explain how a rating helps people make safe decisions.
Preparation and materials
Before this lesson: Students can name the fire triangle and explain that burning is irreversible (lesson 1).
- iPads with Bottlebrush Education open (nothing else needed) — 13 (one per pair)
- Projector or big screen — 1
Teacher setup
- Open this lesson’s student view (the fire danger table) on your screen to demonstrate.
- Check the iPads are charged.
Safety and adaptations
Follow school science and equipment risk assessment procedures for the materials used.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Pairs read the example fire danger forecasts in the student view.
- For each day, note whether it is hotter or cooler, drier or more humid, windier or calmer than Day 1.
- Describe the pattern between the weather and the rating.
- Link each weather condition to a side of the fire triangle.
- Read the action messages and decide what a family living near bushland should do on each day. Then play Hazard helpers.
Teacher modelling prompt
Compare Day 1 and Day 5 aloud. Think aloud: “Day 1: 22 degrees, humid, light wind, rain yesterday: no rating. Day 5: 44 degrees, very dry, very windy, no rain for 60 days: Catastrophic. Hotter, drier, windier, and longer since rain all go with a higher rating.” Link each to a side of the triangle.
Record and explain evidence
Recording question: Which weather conditions make bushfire danger higher?
| Day | Fire danger rating | What made the danger higher or lower | Side of the fire triangle affected | What a family should do |
|---|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which decision uses the rating’s message?
Provided example or reference data
Example fire danger forecasts for a grassy area (made up for this lesson; real ratings also depend on the type and amount of fuel)
| Day | Temperature | Humidity | Wind speed | Days since good rain | Fire danger rating |
|---|---|---|---|---|---|
| Day 1 | 22°C | 65% | 10 km/h | 1 | No rating |
| Day 2 | 30°C | 35% | 20 km/h | 10 | Moderate |
| Day 3 | 35°C | 20% | 30 km/h | 20 | High |
| Day 4 | 40°C | 10% | 45 km/h | 35 | Extreme |
| Day 5 | 44°C | 6% | 60 km/h | 60 | Catastrophic |
| Action messages (Australian Fire Danger Rating System) | Moderate: plan and prepare. | High: be ready to act. | Extreme: take action now to protect life and property. | Catastrophic: for your survival, leave bushfire risk areas. |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? Name three weather conditions that make bushfire danger higher.
Explain with evidence: Explain how strong wind makes a bushfire more dangerous, using the fire triangle.
Apply the idea: The rating for tomorrow is Catastrophic and your family lives near bushland. What should you do, and why?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.